OECD Review of Policies to Improve the Effectiveness of Resource Use in Schools (School Resources Review)

COUNTRY BACKGROUND REPORT FOR LITHUANIA

National Agency for School Evaluation May 2015

The OECD and the European Commission (EC) have established a partnership for the Project, whereby participation costs of countries that are part of the European Union’s Erasmus+ program are partly covered. The participation of Lithuania was organised with the support of the EC in the context of this partnership.

This report was prepared by the Policy Analysis Unit of the National Agency for School Evaluation under the auspices of the Ministry of Education and Science of Lithuania as an input to the OECD Review of Policies to Improve the Effectiveness of Resource Use in Schools (School Resources Review). The document was prepared in response to guidelines the OECD provided to all countries. The opinions expressed are not those of the OECD or its Member countries. Further information about the OECD Review is available at http://www.oecd.org/education/schoolresourcesreview

Data and information providers: Association of Local Authorities in Lithuania Centre of Information Technologies in Education Department of General Education and Vocational Training, Ministry of Education and Science Education Development Centre Education Supply Centre Education Quality and Regional Policy Department, Ministry of Education and Science Finance Department, Ministry of Education and Science National Examination Centre TABLE OF CONTENTS

List of abbreviations ...... 4 Glossary and key concepts ...... 5 Executive Summary ...... 7 CHAPTER 1: THE NATIONAL CONTEXT ...... 14 1.1 Economic and social background...... 14 1.2 Demographic development ...... 14 1.3 Political background ...... 15 1.4 Public sector management ...... 16 CHAPTER 2: THE SCHOOL SYSTEM ...... 18 2.1 Organisation of the school system ...... 18 2.2 Education environment ...... 21 2.3 Objectives of the education system and student learning objectives ...... 24 2.4 Distribution of responsibilities within the school system ...... 25 2.5 Market mechanisms in the school system ...... 27 2.6 Performance of the school system ...... 28 2.7 Policy approaches to equity in education ...... 36 2.8 Main challenges ...... 38 CHAPTER 3: GOVERNANCE OF RESOURCE USE IN SCHOOLS ...... 39 3.1 Level of resources and policy concerns ...... 39 3.2 Sources of revenue ...... 42 3.3 Planning of resource use ...... 45 3.4 Implementation of policies to improve the effectiveness of resource use ...... 48 3.5 Main challenges ...... 48 CHAPTER 4: RESOURCE DISTRIBUTION ...... 50 4.1 Distribution of resources between levels of the education administration ...... 50 4.2 Distribution of financial resources across resource types ...... 52 4.3 Distribution of resources between levels and sectors of the school system ...... 53 4.4 Distribution of resources across individual schools...... 55 4.5 Distribution of school facilities and materials ...... 57 4.6 Distribution of teacher resources ...... 65 4.7 Distribution of school leaders ...... 68 4.8 Distribution across specific student groups ...... 71 4.9 Main challenges ...... 72 CHAPTER 5: RESOURCE UTILIZATION ...... 74 5.1 Matching resources to individual student learning needs ...... 74 5.2 Organisation of student learning time ...... 76 5.3 Allocation of teacher resources to students ...... 79 5.4 Organisation of school leadership ...... 85 5.5 Teaching and learning environment within school ...... 89 5.6 Use of school facilities and materials ...... 92 5.7 Organisation of education governance ...... 92 5.8 Main challenges ...... 97 CHAPTER 6: RESOURCE MANAGEMENT...... 98 6.1 Capacity building for resource management ...... 98 6.2 Monitoring of resource use ...... 99

6.3 Transparency and reporting ...... 101 6.4 Incentives for effective resource use ...... 102 6.5 Main challenges ...... 103 REFERENCES ...... 105 APPENDICES ...... 111 Appendix 1. Long-term unemployment rate ...... 111 Appendix 2. Esf-funded projects ...... 111 Appendix 3. Institutions of the state power ...... 113 Appendix 4. The lithuanian classification of education ...... 114 Appendix 5. The school network ...... 115 Appendix 6. Data on household expenditure ...... 117 Appendix 7. Structure of the ministry of education and science ...... 119 Appendix 8. National institutions forquality assurance ...... 121 Appendix 9. Education self-governance bodies ...... 122 Appendix 10. Responsibilities at municipal level ...... 123 Appendix 11. School-leaving examinations subject choices ...... 124 Appendix 12. The principles of school funding ...... 126 Appendix 13. Data on pedagogical staff ...... 140 Appendix 14. Ratio of students to teachers and class size in the EU ...... 143 Appendix 15. List of legal acts on education ...... 145

LIST OF ABBREVIATIONS

BSB – Basic Social Benefit

EDC – Education Development Centre

EMIS – Education management information system

ESC – Education supply centre

GDP – Gross Domestic Product

ICT – Information communication technologies

IQES – Instruments for quality improvement and evaluation in schools

ISM – International School of Management

ITC – Centre of Information Technologies in Education

MoES – The Ministry of Education and Science

MoSSL – The Ministry of Social Security and Labour

MOSTA – Research and Higher Education Monitoring and Analysis Centre

NASE – National Agency for School Evaluation

NEC – National Examination Centre

PPS – Purchasing Power Standard

VAT – Value Added Tax

GLOSSARY AND KEY CONCEPTS

Adult school (Lith. Suaugusiųjų mokykla) caters for adult learners who follow adult primary and basic education curricula and also secondary education curriculum.

Basic school (Lith. Pagrindinė mokykla) delivers basic education curriculum or primary and basic education curricula.

Child Welfare Commission (Lith. Vaiko gerovės komisija) takes care of the creation of a safe and learner- friendly environment in general education and pre-school education institutions, vocational training schools implementing the initial vocational teaching. It organises and coordinates the adaptation of education programmes for learners with special educational needs, provision of educational assistance, and performs other child welfare-related functions. The minister of education and science lays down the procedure for setting up the Child Welfare Commission and for organising its activities.

Compulsory education (Lith. Privalomas ugdymas) includes primary education and lower secondary general education (or vocational lower secondary education). Children start compulsory education in the calendar year when they turn 7 years of age and end at the age of 16. Compulsory education curriculum is delivered by primary schools, pre-gymnasiums, basic schools, secondary schools, gymnasiums and vocational schools.

Conventional student (Lith. Sutartinis mokinys) is a student who receives the student basket. It is an individual in theory attending Grades 1–10 with an average number of lessons in a class of 25 students.

Core educational funds (Lith. Mokymo lėšos) include expenditure that is directly related to instruction in schools, and allocated as the student basket by the state.

Educational assistance establishment (Lith. Švietimo pagalbos įstaiga) is an establishment the main activity of which is provision of educational assistance.

Education management entities (Lith. Švietimo valdymo subjektai) are the Seimas; the Government, the MoES, other ministries, government agencies; municipal institutions; the owner of a non-state school; the head of an educational institution. They assure the quality of implementation of State education policy through administrative means: monitoring, planning, delegation and distribution of powers and responsibility as well as supervision. Certain education management powers may be delegated to self-governance bodies.

General education (Lith. Bendrasis ugdymas) includes primary education, basic education and secondary education.

Gymnasium (Lith. Gimnazija) is a school implementing the second part of the basic education curriculum and the secondary education curriculum accredited in accordance with the procedure laid down by the MoES.

Meeting of the participants (Lith. Dalyvių susirinkimas) is a council of people exercising the rights and duties of the owner or founder of a school.

Pre-gymnasium (Lith. Progimnazija) is a general education school for children aged 11–14 (grades 5–8) to follow the first part of the basic education curriculum or for children aged 7 / 6–14 (grades 1–4 and 5–8) to follow the primary and the first part of the basic education curricula.

Pre-school education (Lith. Ikimokyklinis ugdymas) is provided in the family and, at the request of parents (foster parents or guardians), in an institution offering the pre-school education curriculum. Pre-school education is provided to children from birth until they start pre-primary or primary education. Pre-school

education is not compulsory, except in cases specified by the Minister of Education and Science and the Minister of Social Security and Labour.

Pre-primary education (Lith. Priešmokyklinis ugdymas) is implemented according to the one-year general pre-primary class education curriculum approved by the MoES. The purpose of pre-primary education is to help children prepare for successful schooling in accordance with the primary education curriculum. The provision of pre-primary education to the child starts in the calendar year when he/she turns 6 years of age or earlier at the request of the child’s parents (foster parents or guardians), but not before the child has reached the age of 5. Pre-primary education is not compulsory, except in cases specified by the Minister of Education and Science and the Minister of Social Security and Labour.

Primary school (Lith. Pradinė mokykla) is a school implementing the primary education curriculum.

School maintenance funds (Lith. Mokyklos ūkio lėšos) is financial allocation to schools for expenditure on ancillary services, such as maintaining school buildings, transport, etc.

Secondary school (Lith. Vidurinė mokykla) is a school delivering the secondary education curriculum, or the secondary and basic education curricula, or the secondary, basic and primary education curricula.

Special school (Lith. Specialioji mokykla) is a school catering for pupils with major and severe special educational needs. Special schools may be specifically designed, staffed and resourced to provide appropriate special education for children with additional needs. Students attending special schools generally do not attend any classes in mainstream schools.

Student Basket (Lith. Mokinio krepšelis) is the amount of the basic funding provided by the state for the education of a conventional student per year.

Upper secondary education (Lith. Vidurinis ugdymas) is implemented according to the two-year general secondary education curriculum for persons aged 17–19 after they complete basic education.

Youth school (Lith. Jaunimo mokykla) is a school catering for students aged 12–16 who lack motivation to learn and social skills, experience learning difficulties and are inclined to engage in practical activities and follow the basic education curriculum while receiving the necessary assistance of social rehabilitation.

EXECUTIVE SUMMARY

The national overview of the policy designed to improve the effectiveness of school resource utilization is intended for the country’s self-assessment of how effective the governance, distribution and utilization of resources in the education system is. This overview will serve as a useful material to OECD experts in conducting a survey on the effectiveness of utilization of school resources in Lithuania and drafting proposals for possible improvements in this area.

The national context

After the restoration of Lithuanian independence in 1990, the country underwent rapid social, economic and political transformations. It became a stable democratic state that operates in a market economy and launches reforms in a number of areas. Consequently, due to the wide and official recognitions, Lithuania joined and became a full member of the European Union (year of entry: 2004) and NATO (year of entry: 2004).

The economic and social context of the country has been improving over time. The GDP is growing and the unemployment shrinking. In 2013, GDP per capita was 40,385.90 Litas (LTL)1, which is significantly higher than in 2009, when due to the economic recession this indicator was as low as LTL 29,097.30. In 2013, the unemployment rate in Lithuania was 11.8 %, which is 1.6 % lower in comparison to 2012, and long-term unemployment in 2013 was 5.1 %, i. e. 1.5 percentage points lower than in 2012 (see Appendix 1).

Because of emigration and decreasing birth rate, the population has been declining annually. The population census of 2011 estimates 3.46 million inhabitants in Lithuania. However, in early 2014, this number dropped to 2.9 million, representing a decline of 16 %. Due to the population decline between 2005 and 2012, the number of students decreased by 30.6 % in general education schools.

The vast majority of the country’s population are Lithuanians (84.1 %). The state language of the country is Lithuanian. The country’s largest national minorities are Polish (6.6 %) and Russian (5.8 %). The families of national minorities have favourable conditions to teach their children in native languages and foster their distinctive ethnic culture in state schools. There is no state religion in the country, but the state preserves spiritual, cultural and social heritage of religious communities traditionally living in Lithuania. Furthermore, educational establishments operating in Lithuania are secular establishments.

According to the Population Census 2011, one-fifth of the population had higher education degrees, one- third acquired secondary education, and 1.7 % of the total population aged 10 and older were illiterate (see Table 2.12).

In Lithuania, State power is executed by the Seimas, the President of the Republic and the Government, and the Judiciary. The Seimas is a legislative branch institution, while the President holds the highest authority in the area of foreign policy and operates important functions in the interior policy areas. In the Government, education is the responsibility of the Ministry of Education and Science. Powers of local governance are executed by municipal councils elected by residents of the municipality, and municipal administrations. There are 60 municipalities in Lithuania. They all have education divisions and are founders of most of the general education schools in the country (1,144 out of 1,242).

The school system

The education system in Lithuania is comprised of 8 levels: 0 – pre-school education, 1 – primary education, 2 – lower secondary education, 3 – upper secondary education, 4 – post secondary non-tertiary education, 6 –

1 The exchange rate is 3.4528 Litas to 1 Euro.

bachelor's or equivalent level, 7 – master's or equivalent level, and 8 – doctoral or equivalent level. There is no Level 5 in the Lithuanian education system. Pre-school and pre-primary education is not compulsory; children start primary education in the calendar year when they reach the age of seven. Education is compulsory until 16 years of age.

Nationally, schools are divided into pre-school educational establishments, general education schools, vocational schools, and higher education institutions. One major change in the national school system that occurred in the past year was the reduction of the diversity of types of general education schools from 13 to five. At present, the existent types of general education schools are the primary school, pre-gymnasium, basic school, secondary school, and gymnasium. Primary and basic schools give children who reside in the school’s service geographical area priority for admission. Nevertheless, a child may be enrolled in another general education school, if the school has vacancies. Parents and children are free to choose any general education school that implements secondary education curriculum. Parents are free to decide how to educate their child with specials needs: whether in a special school or conventional general education school.

Household expenditure on education is insignificant. In 2012, on average, it accounted to LTL 8.20 per month per one household member, which is lower than the expenditure on tobacco products (LTL 8.60) or on alcohol (LTL 20.60). The expenditure on shadow education accounts for part of the expenditure on education.

The Law on Education (2011) establishes the main purpose of the education system, which is to provide an individual with a basis for a worthy independent life and to assist the individual in the continuous cultivation of abilities. National strategic documents on education also set an ambitious goal of turning the education system in Lithuania into a sustainable foundation for the furtherance of national welfare, brave and independent human beings able to create, responsibly and jointly with others, their own future as well as that of the nation and the world.

The supreme institution of executive power that shapes and implements the national policy on education, science and studies is the MoES. It oversees a variety of institutions, functions of which include supporting the functioning of the education system and ensuring quality assurance. The functioning of the education system in a particular municipality is the responsibility of the municipal administration and of the school principal, deputy-principal(s) and other staff in the school context. Whereas state education supervision nation-wide includes monitoring the accessibility and quality of education, consultations to education providers, assistance institutions and education management entities, implementation of preventive measures, external evaluations, application of measures of effect, promotion of improvements in education, and implementation of other measures set out in laws.

With respect to the provision set out in the Law on Education, every Lithuanian national and foreigner legally living permanently or temporarily in the country has the right to go to school and attain education or qualification. The state ensures measures (normally, through the provision of respective social services and educational assistance) which guarantee that every child will cover the primary, basic and secondary general education curricula.

The management of the educational system has been improved during the last decade. There has been a shift from overregulation towards greater involvement of the participants of the educational system. Educational institutions, though becoming more autonomous, need greater assistance and a system for accountability.

Governance of resource use in schools

In 2013, the Government allocated an equivalent of 5 % of GDP from the state budget towards education and science. Sixty per cent of this amount was used for education classified as ISCED 0–4 levels. Almost all state funding on education was allocated to state schools, since private schools (which are also allocated education resources by the government) attracted only 1.7 % of all student population.

In 2012, most of the state funding per child was allocated to education in pre-school establishments (LTL 7 600 annually), less in vocational schools (LTL 6 800) and general education schools (LTL 6 300). In PPS, these figures represent one of the lowest levels of education resources in Europe.

The main sources of school funding are the state budget, which covers educational needs under the principle of the student basket, and municipal budget, which provides funding for school maintenance (see Appendix 12). Contributions from parents and other private sponsors are very limited and account for around 15 % in pre-school education, 3 % in basic, and 6.5 % in vocational education.

Regional funding on education is distributed unevenly, even though the principle of the student basket applies nation-wide. The basket is indexed depending on the level of urbanisation of the area and the size of the school. For this reason, municipalities with small rural schools receive more funding per child than schools in large urban schools. However, with the ever-decreasing numbers of school age children, schools in sparsely populated areas face an extreme decline in student numbers, and their funds on education barely suffice. The student basket principle needs constant revision to help small schools in small rural communities with low population survive.

There is a strong political will to increase the enrolment in early childhood education, but the State possibilities to finance it are rather low.

Consideration is given to the application of the student basket principle for financing non-formal child education. Results of its piloting in selected municipalities show that it helps increase the supply and use of non-formal education services.

The efficiency of financing vocational training is closely linked to the changing labour market and is difficult to assess.

Resource distribution

Funding allocation for the implementation of pre-school, pre-primary and general education curricula comes from the state budget in the form of the student basket (see Appendix 12) and is intended exclusively for education-related activities, while the institution exercising the rights and obligations of the school owner (mostly municipalities) allocates school maintenance funds. In 2012, salaries accounted for 79.5 % of all costs in pre-school educational institutions and general education schools. In 2013, almost all funds in the student basket (95.7 %) were used on salaries.

A school’s education funding needs are calculated in accordance with the Methodology for calculating and distributing funds in the student basket (Appendix 12). Schools themselves distribute 93 %2 of funds in the student basket for identified educational needs. Municipalities distribute 7 %. A larger student basket is formed for rural schools, small schools, students with special educational needs, migrants, children from a national minority background, and children learning in multilingual educational environments (see Appendix 12). Additional funding for schools may be given from the EU structural funds or through the State investment programmes.

The school network is intended to offer diversity in education in order to ensure accessibility of education to all children and the youth, including those with special educational needs, of different linguistic background, etc. School size depends on the purpose of the school, implemented curriculum, and geographic location. In 2013, the average number of learners in a pre-school institution was 141, in a general education school 310, and in a vocational school 609. Recently, the number of children enrolled in pre-school education has increased, whereas the number of students in vocational training and general education has declined.

2 Municipalities of nine biggest cities distribute 6 % of funds in the student basket for identified educational needs and 94 % are distributed by the schools themselves.

The school infrastructure has been mostly improved by implementing projects funded with the EU financial assistance, and recent national programmes anticipate further investments. The country focuses on the introduction of ICT in schools, though conventional printed coursebooks remain the main learning (teaching) tool in schools. Coursebooks for students in general education are provided free of charge.

In 2013, pre-school education institutions employed 11 700 pedagogical staff (excluding school leaders). General education schools employed 35 500 and vocational training institutions employed 3 200 staff. Pre- school and pre-primary education teachers accounted for 83 % of all pedagogical staff in pre-school education institutions (the remaining portion were art teachers and support staff). In general education, 88 % of the pedagogical staff were teachers and other pedagogues. In vocational training 96.7 % of all pedagogical staff were subject and vocational teachers. In recent years, there have been no significant changes in the number of pedagogical staff in pre-school education. However, the number of pedagogical staff in general education and vocational training has shrunk by one tenth (see Appendix 13).

Universities and colleges provide training of teachers for pre-school education institutions and general education schools, where pedagogical studies are organised in a variety of ways. A consecutive model characterizes training of vocational teachers for vocational training institutions. Pre-school, pre-primary or general education teachers are required to have a relevant level of educational attainment, a pedagogical qualification, and specialization in a subject area. Vocational teachers are required to have relevant level of educational attainment and vocational and pedagogical qualifications. Moreover, recruitment of teachers is organized by way of a competition.

In 2013, general education and training institutions across the country employed the following numbers of principals (including deputy-principals): 1,094 in pre-school education institutions, 3,328 in general education schools, and 154 in vocational training institutions. In over 60 % of pre-school education institutions, general education schools and vocational training institutions, the age of principals varied between 50 and 64, however, the deputy-principals were younger. Women (with only 0.3 % of men) prevailingly ran pre-school education institutions. The proportion of male principals in general education was 19.4 % and in vocational training 46.1 %. Almost all principals of general education and vocational training institutions held a higher education degree.

To become a state or municipal school principal the applicant is required to have a higher education degree, a pedagogical qualification, a certain length of service or professional work experience; must demonstrate management competences required to run an educational establishment and meet other specified criteria. However, a special management education is not required. Management competences are verified, but there is no regulation on how these competences may be acquired. There are a number of possibilities to obtain or develop management competences. The Law on Education states that principals of public (state and municipal) educational establishments are employed by way of a competition, while managers of private schools are appointed, elected and dismissed as provided by law.

Students who learn under general education or pre-primary education curricula receive social support, such as assistance to buy school supplies or free meals at school. Social support is funded from the state budget’s special targeted grant to municipal budgets and other funds. Education of students with special educational needs is implemented by all schools that provide compulsory general education. Students with special needs in mainstream education follow adapted curricula. Furthermore, they are provided with special learning tools, necessary support from special, pedagogical, psychological and social assistance specialists, and transportation to school on buses specially equipped for the purpose.

State and municipal budget expenditure in pre-school and general education in 2009–2012 decreased by 15.6 % (see Figure 4.2), and the share of budget expenditure also decreased by 5.5 percentage points. In 2014, it was ensured that the student basket funds which are freed because of the decline in student numbers remain in the education system and are earmarked for education. The student basket was increased in 2014.

The drastic decline in the number of students leads to an increase in the number of student vacancies in schools. For reasons of efficiency, instead of keeping half-empty schools, multifunctional centres – which also perform the function of a school – are being established in rural areas. The Government programme is to focus on maintaining small primary schools in rural areas and preserving the existing network of general education schools.

The current principle of the student basket is criticized. Small schools cannot survive on the student basket funds and are forced to save at the expense of the quality of education. The financing of schools on the basis of the number of class sets (class basket) is considered.

In 2014, the average age of pedagogical staff in general education schools was 46 years (see Appendix 13). There is no shortage of teachers in schools, thus, young teachers face difficulties to find jobs in schools. To free places for new teachers, retirement benefits for teachers over 55 years of age are considered. Currently, due to the surplus of teachers, a decline in the number of candidates for initial teacher training is being observed.

Resource utilization

The key principles of fund distribution depending on individual learning needs are defined in the Methodology for calculating and distributing funds in the student basket (Appendix 12). The methodology provides ratios for students with special educational needs in special schools or classes varying from 2.2 to 4.4 (depending on the scope of needs). Students with special educational needs in general education schools are eligible for extra 35 % of the basic student basket. Children of immigrant background receive additional 30 %. Children of national minority background and those learning in multilingual environments receive additional 20 % and 10 % respectively. Funding for individual learning needs may also be supplemented by funding from targeted programmes.

Education in pre-school educational establishments takes place all year round, and holiday time is established by the founder (municipality). A school year for Grades 1–5 of a general education school lasts 32 weeks and for Grades 6–12 it is 35 weeks. Lessons take place five days a week. Pre-school education groups may have up to six children under the age of 1 year, up to ten children of 1–1.5 years of age, up to fifteen children of 1.5–3 years of age, and up to twenty children of 3–7 years of age. Classes in primary education may have up to 24 students and in higher grades up to 30 students. The established practice is that only one teacher works with a class at a time. In primary schools all subjects usually are taught by the same teacher. In basic and secondary schools different subjects are taught by different teachers. The average number of students per teacher is 15 in primary education, 19 in basic education, and 24 in secondary education. Schools also have assistance staff, i. e. special pedagogues, psychologists and social pedagogues.

The teacher’s working week amounts to 36 hours. The tariff pay is calculated for 18 contact hours. The annual holiday is 56 days. In-service teacher development is mandatory, and teachers may use at least 5 days per year for professional development. Costs of in-service teacher development are covered by the school budget or, when no funds are available in the school budget, by teachers themselves. Furthermore, every eight years teachers are entitled to up to one-year-long paid internship as part of in-service teacher development. Teacher pay is differentiated not only according to length of service and workload, but also by the qualification category (there are four categories of qualification). The ratios of tariff-based pay vary from 8.9 to 16.4. The average monthly teacher pay is higher than the average pay in the public sector with the highest pay rises seen in 2009. Since 2009, the average teacher pay has been declining.

Schools are run by school principals in consultation with school councils. The school council is the main body of self-governance and is comprised of representatives of school staff, students, parents, and representatives of local communities. School principals are responsible for the development of strategic plans, annual activity programmes, and school performance. They have the authority to appoint and dismiss teachers. The school principal is appointed by the school’s founder after the procedure of a public 11

competition and selection, which includes evaluation of the applicant’s competences. School principals work 40–48 hours a week. Their pay depends on the managerial category (there are three categories), length of service, size of the school, and school performance. Exceptional school performance may lead to pay bonuses.

School activities are influenced by a number of state and municipal education institutions, such as the MoES, education divisions of municipal administrations, municipal educational centres, the EDC, the NEC, the ITC, the ESC, the NASE, the National Centre for Special Needs Education and Psychology, etc.

The principle of calculating teacher workload and salary based on the student basket draws a lot of public criticism as schools apply minimum ratios of tariff-based pay to economise.

Resource management

In Lithuania, the requirement for resource management competence applies both to school principals and to teachers. Competence of school principals, deputy principals and heads of education departments are verified through the certification process and performance appraisal. Those who did not acquire resource management competence in initial training or those wishing to enhance these competences have possibilities to do so. For building the capacity for human resource management, Lithuania implements ESF-funded projects (see Appendix 2). There are multiple resource management tools available for education managers.

In Lithuania, monitoring of education and science is organised and carried out at state and municipal levels, as well as institutional level. It involves the MoES, municipal administrations and authorised agencies. Key data on various education areas, including human resources and learning facilities, is collected by the EMIS. General education schools conduct self-evaluation. Schools also undergo external evaluation of school performance quality. School resource management is also evaluated externally.

The MoES participates in the development, implementation and ensuring of national education policy. It also carries out national supervision of education activity. A representative institution of the municipality implements the state education policy, sets out long-term objectives of education development as well as measures of achievement at the municipal level, whereas an executive institution of the municipality analyses the state of education and ensures the implementation of national education policy. The head of an educational institution analyses activities, management of resources, and performance of the educational institution.

The National Audit Office and municipal auditors carry out supervision of financial and material resources utilization. Guidelines on the utilization of funding are provided in the Methodology for calculating and distributing funds in the student basket (Appendix 12). These Guidelines are reviewed annually in an attempt to bridge the gap between different municipalities, schools, and groups of students. The overall effectiveness of school policies is assessed through research, overviews, and analyses. The effectiveness of policies at individual school level is assessed through external evaluation or school self-evaluation.

Lithuanian laws regulate what kind of information should be made public. School principals are responsible for the publication and accuracy of this information.

Planning and implementation of budgets of educational establishments follow the provisions of the Law on Budgeting. School budgeting for the next year is based on the expenditure figures of the past year. Hence, irrespective of the possibilities, motivation and efforts of an educational establishment to cut costs, funds are not brought forward to the next year. Any surplus of funds or funds saved in a particular school is refunded to the state budget. Targeted state grant received and distributed among schools by the municipality, cannot be re-distributed on needs other than educational needs. Consequently, schools can only use the saved student basket funds exclusively for education-related activities.

Education resources in an individual school or at a local level are not directly linked to educational performance. Education management entities do not compile or publish national school ratings based on educational performance of the schools. This means that officially recognized better educational performance of a school does not lead to an increase in school funding.

Official pay rates of school principals are determined by the institution exercising the rights and obligations of the owner. It depends on the length of service in the sector, category of managerial qualification, and the number of students in the school. Appraisal results are determined by the performance of both the school and the principal. The owner of the school determines bonuses in addition to the official pay and terms of promotion of the school principal. The amount of bonuses depends on the previous year’s performance appraisal indicators.

Nationally, there is no agreement on the measurement of the effectiveness of school activities. There is no single measuring methodology. Therefore, there are no sanctions for insufficient operating effectiveness that could be imposed upon education governing bodies at a local level, individual schools or school principals.

Since 2011, a two-tier system for the selection of school principals has been applied, including assessment of managerial competence in general and competition in the municipality for the applicant’s suitability for the individual school. Although school managers are certified regularly, there is no provision for mandatory rotation. Though the Draft Law on Budgetary Institutions sets out terms of office for managers of government institutions, ministry agencies and health care institutions, they do not apply to schools, social care services and cultural centres.

Main challenges currently faced by the school system in Lithuania

 As a result of the economic downturn, funding for education has been reduced to satisfying the basic needs. Consequently, the goals to increase enrolment ratios in pre-primary and pre-school education and to improve quality in general education are difficult to achieve.

 There is no consensus on education funding and the principles for calculating teacher workload and pay. The existing principle of the student basket draws a lot of criticism as the shrinking numbers of students in general education lead to cuts in general education budget. Therefore, in order to survive, schools apply minimum ratios of tariff-based pay.

 The optimization of the school network has taken too long. Considering the drastic decrease in the population of school age children, the decision-making principles related to small schools are debatable: whether to support them or to close them down and transport children to bigger schools.

 Teacher training and professional development programmes do not respond to the needs of the education system and are inefficient. The system struggles to achieve positive change in the teaching staff composition by attracting young capable teachers (male in particular) to the teaching profession. There is a shortage of teacher training programmes that would ensure the flexibility of teacher employment in the shrinking professional market.

 The system for evaluating and developing education leadership and management competencies lacks efficiency. The suggested introduction of mandatory external evaluation, regular certification, and rotation of school principals is seen as controversial. Different groups of the education community have different opposing or supportive opinions.

 Management of all the challenges requires long-term political decisions. Continuous public consultations are held with stakeholders in education on possible solutions for the general education system to deliver better quality in education. The options suggested for consideration are more trust in schools versus more control; more autonomy and resourcefulness versus more regulation and uniformity; more sanctions versus consultation support and financial assistance. 13

CHAPTER 1: THE NATIONAL CONTEXT

The purpose of this chapter is to give a short overview of the economic, social, demographical, political and cultural development that creates challenges for the system of education. It will serve as a background to detailed descriptions of the following chapters.

1.1 Economic and social background

In recent years, Lithuania’s GDP has been growing, after a fall in 2009 as a result of the economic crisis. In the first quarter of 2014, GDP totaled LTL 27 692 0003 at current prices. As compared to the first quarter of 2013, the actual GDP change accounted for 2.9 %. In the first quarter of 2014, GDP augmented mostly because of the recovery in the construction sector, processing industry, wholesale and retail trade.

In 2013, GDP per capita was LTL 40,385.9. Cf.: 34,994.4 LTL in 2008; LTL 29,097.3 in 2009; LTL 30,890.3 in 2010; LTL 35,300.3 in 2011, and LTL 38,066.7 in 2012.

The rate of unemployment in 2013 accounted for 11.8 % and was 1.6 percentage points smaller than in 2012. In 2013, the rate of male unemployment was 13.1 %, whereas the rate of unemployment among women was 10.5 %. During one year, the rate of male unemployment dropped by 2.1 percentage points and that of women shrank by 1.1 percentage points.

The rate of long-term unemployment accounted for 5.1 % in 2013 and was 1.5 percentage points smaller than in 2012 (see Appendix 1). In EU countries long-term unemployment in 2013 was same as in Lithuania (5.1 %). In Lithuania, long-term unemployment is higher among men (0.9 percentage points) than women, while in EU countries long-term unemployment rates are the same for men and women. In 2013, 68.5 % of young people aged 15–24 were economically inactive. Ninety two per cent of them were enrolled in general education or vocational training institutions, colleges or universities.

In 2012, the share of GDP spent on education accounted for 5.2 % as compared to 5 % in 2013 and the projected 4.67 % in 2014. The Lithuanian National Education Strategy 2013–2022 states that the funds allocated for education should account for at least 5.8 % of GDP in 2017 and 6 % of GD in 2022. However, the Convergence Programme of Lithuania for 2014 adopted by the Government envisages a reduction of education costs from 6.2 % of GDP in 2010 to 4.8 % of GDP in an overall budgetary projection of financial sustainability of the public sector in 2020.

1.2 Demographic development

Due to a number of factors, the population in Lithuania has been decreasing. In early 2014, there were 2 944 000 inhabitants in Lithuania. During the last year, the population has dropped by 27 400 inhabitants (0.9 %), whereas during the recent twenty years, it has dropped by about 722 000. The birth rate, which was growing in 2005–2009, is also going down. The natural population replacement rate in Lithuania is negative. In 2013, due to the negative population change (death rate exceeding birth rate) the population dropped by 11 600 (0.39 %) in comparison to the population at the beginning of the year. In 2013, in the EU countries the natural change of population was positive. The population increased by 76 500 (0.02 %).

In 2013, the number of emigrants decreased and the number of returning (re-emigrating) nationals of the Republic of Lithuania increased, in comparison to 2012. During the same year, the number of people who declared their departure from Lithuania was 40 400. As compared to 2012, the number of emigrants dropped

3 The exchange rate is 3.4528 LTL to 1 Euro.

by 709 people (1.7 %). During the recent two years (2012 and 2013), the number of emigrants was 13.7 per one thousand people.

In 2013, 23 700 people immigrated to Lithuania, including 20 500 (86.9 %) of citizens of the Republic of Lithuania who moved back to Lithuania. As compared to 2012, the number increased by 3 200 (18.3 %). In 2012, the average life expectancy in Lithuania was 73.98 years (as compared to 72.14 years in 2000, 71.25 years in 2005, and 73.19 years in 2010). The average life expectancy of men was lower than that of women (in 2000, it was 66.74 years for men and 77.37 for women; in 2005, it was 65.21 years for men and 77.48 years for women; in 2012, it was 68.39 years for men and 79.45 years for women). In the EU, the average life expectancy was 80.3 years (about six years more than in Lithuania); men’s life expectancy was shorter (77.5 years) than that of women (83.1 years) in 2013.

Lithuania undergoes the process of population ageing. In 2005, the average population age was 39 years. In 2010, it was 40 years. In 2013, it was 42 years. In the last decade, the country has experienced a sharp fall in the number of school age children and youth and a rise in the number of older people. According to Statistics Lithuania, from the school year 2005–2006 to 2012–2013, the number of students in general education schools shrank by as much as 30.6 %.

In 2013, the ethnic composition of Lithuania’s population was Lithuanians (84.1 %), Poles (6.6 %), Russians (5.8 %), Belarussians (1.2 %), Ukrainians (0.5 %), Jews (0.1 %), Latvians (0.1 %), Tatars (0.1 %), Germans (0.1 %), Roma (0.1 %), and people of other ethnicities (1.3 %).

The country’s state language is Lithuanian. However, favourable conditions have been created for national minorities to be recognised, teach their children in their native language, develop their culture, and profess their religion. The language of instruction in national minority schools is the national minority language: Polish, Russian, Belarussian, etc. There are public and private educational establishments in Lithuania where the language of instruction is English, French or German.

There is no state religion in Lithuania. State educational establishments are secular. At the request of parents, general education schools may provide religious instruction. The State recognizes nine traditional religious communities and associations in Lithuania, which are part of Lithuania’s historical, spiritual and social heritage: Roman Catholic, Greek Catholic, Evangelical Lutheran, Evangelical Reformed, Russian Orthodox, Old Believer, Judaist, Sunni Muslim and Karaite. The state recognition means that the State supports the spiritual, cultural and social heritage of the religious communities. Churches and other religious organisations supported by the State enjoy the rights of a legal entity.

Roman Catholics are the biggest confession. According to the 2011 census, the number of Roman Catholics was 2 350 500 or 77.3 % of the country’s population. Russian Orthodox believers were 125 200 (4.1 %) people, followed by 23 300 (0.8 %) Old Believers. The share of the population who did not profess any religion was 6.1 % of the population.

1.3 Political background

The State of Lithuania is an independent democratic republic. After the restoration of independence in 1990, Lithuania underwent a rapid social, economic and political transformation. In 2004, Lithuania implemented two significant foreign policy goals – membership in the European Union and NATO, which was extremely important for Lithuania both politically and economically. Lithuania became a democratic state pursuing market economy and implementing reforms in a number of areas.

In Lithuania, the state power is executed by the Seimas, the President of the Republic, the Government and the Judiciary. The scope of power is limited by the Constitution (see Appendix 3). The most significant issues concerning the State and the Nation are decided by referendum that is announced by the Seimas in the cases established by law. At the Government level, the responsibility for education lies with the Ministry of

Education and Science which defines the state policy; organises, co-ordinates and controls its implementation; and implements it directly in the areas of administration established by law.

Local self-government. There are 60 municipalities operating in Lithuania. A municipality is an administrative unit of a territory of the State defined by law. It has the right to self-governance, which is guaranteed by the Constitution and implemented through a municipal council elected by the permanent residents of the municipality and through an executive institution as well as other establishments of a municipality. Members of municipal councils are elected for a four-year term. Municipalities are headed by mayors elected by municipal councils4. The mayor is accountable to the municipal council and community for municipal activities.

1.4 Public sector management

Lithuania offers rather favourable conditions for an effective public administration: it has adopted the main legal acts on public administration and strategic documents for the development of public administration; it has created a network of public administration institutions and civil servants capable of implementing public administration reforms. The system of public administration includes local and national administration. In 2012, 829 public sector organisations, including 536 budgetary bodies, were operating in Lithuania. Budgetary bodies comprised 14 ministries, 13 government bodies, 108 institutions accountable to ministries, and 401 other bodies; 360,000 people worked in the public sector; 909,000 – in the private sector; 74,000 were civil servants (including the defence sector).

The main strategic documents approved by the Seimas and the Government are: the State Progress Strategy ‘Lithuania 2030’, the National Progress Programme 2014–2020, Public Administration Improvement Programme 2012–2020, and the Action Plan 2013−2014.

The Action Plan defines the public administration development measures and initiatives, the majority of which may be implemented by using the support of the EU structural funds. These documents define the main strategic directions of public administration development and modernisation, namely:

 Openness of public administration processes is pursued by encouraging the society to take part in public administration processes, ensuring transparency of public administration activities and access to public information.

 Improvement of public administration by implementing state-of-the-art public administration means and new technologies as well as performing efficiency analysis of public administration functions.

 Strengthening of professionalism of civil servants.

 Improvement of public services quality by applying quality management methods; single-window service delivery; by setting quality standards of public services, ensuring access to them and assessing the level of satisfaction among service users.

 Reduction of redundant administrative functions, paperwork, etc.

In recent years, the following public sector management reforms and initiatives have been undertaken:

 Redistribution of administrative functions of county chiefs. The reform is aimed at improving the quality of public services and reducing the paperwork as well as ensuring efficiency of the usage of budgetary

4 Lithuania is holding municipal and the first direct mayoral elections on 1 March 2015.

funds. After the elimination of county chief administrations, 44 % of their functions were fully abolished and the remaining ones were distributed among other state government bodies and municipalities.

 Adoption of the Public sector improvement programme of 2012–2020. The purpose of this initiative was to improve public administration: increase openness of public management processes and encourage society to play an active role in them, provide high quality administrative and public services, strengthen strategic reasoning capacities in public administration bodies and improve their governance. The implementation of the programme is still underway. The assessment of initial results has not yet been performed.

 The reform of the system of executive government bodies. The public sector has implemented an optimisation of the network of bodies (government and subordinate institutions) in order to improve its organisational structure. The purpose and expected outcomes of the reform are to develop a concept for improving the composition of the system of executive power and a clear model for setting the principles of establishment, control, and autonomy of different bodies; to streamline and define the functions of different bodies in pursuing the state policy; to limit administrative powers of public enterprises and institutions provided by law; to abandon public policy functions that are direct functions of ministries, etc.

CHAPTER 2: THE SCHOOL SYSTEM

The purpose of this chapter is to describe some of the main features of the school system in terms of organisation, governance, and performance. This chapter will provide much of the detail that is needed to understand the process of decision-making and the allocation and use of resources in the school system. The issues covered in this chapter will be referred to in subsequent chapters of this report.

2.1 Organisation of the school system

Early childhood education

Pre-school education is provided for children from birth to six years of age. Pre-primary education lasts one year and is typically for six-year-old children, although may be provided to five-year olds in exceptional cases. Neither pre-school nor pre-primary education is compulsory, except for special cases following a procedure established by the Minister of Education and Science and the Minister of Social Security and Labour. For example, when a child grows up in a family at risk, or parents (guardians) lack social skills and (or) skills of positive parenting, or a child is disabled and (or) parents (guardians) of the child fail to provide conditions where special educational needs of the child are met, etc. Although pre-primary education is not compulsory, 92.2 % of six-year olds were enrolled in education in 2013.

Table 2.1. Enrollment in pre-primary education of six-year olds

Year 2006 2007 2008 2009 2010 2011 2012 2013 Number of students 29 090 27 725 26 685 26 728 26 052 25 957 24 088 24 716 Distribution of students (%)5 84.2 86.4 91 96 92.8 95.2 89.5 92.2 Data source: Statistics Lithuania

Compulsory education

Children start primary education in the calendar year when they reach 7 years of age. Parents have the obligation of enrolling their child in Grade 1, thus ensuring the child’s right to education. If a seven-year-old child does not attend school, parents may be subjected to administrative liability. Parents may choose and change a school for their child, be it a public (state, municipal) or private (non-state) school. The Lithuanian Constitution states that education is compulsory to individuals until the age of 16.

Under the Law on Education, public schools are divided into general education schools, vocational schools, and higher education institutions. Currently, there are five types of general education schools: primary school, pre-gymnasium, basic, secondary, and gymnasium. Different parts of the curriculum may be implemented in each general school type (Figure 2.1). Also, there are 75 vocational training schools. Although the vocational training schools are not divided into different types of schools, they may implement primary, basic or secondary curriculum. All schools have to accredit their curricula in accordance with the procedure established by the Minister of Education and Science. The primary curriculum corresponds to ISCED 1. The basic curriculum corresponds to lower secondary education (ISCED 2). By the end of the second phase of the basic, students will have attained basic education or, if in the vocational stream, basic education and professional or vocational qualification or certification. The secondary education curriculum corresponds to upper secondary education (ISCED 3). By the end of the secondary curriculum, students will have attained the secondary education or, if in the vocational stream, secondary education level and professional or vocational qualification or certification (see Appendix 4).

5 Share of total population of six-year-old children.

Figure 2.1. Types of general education schools and their curricula provision Basic Primary Basic (first) Secondary (second) Typical ages: 7 8 9 10 11 12 13 14 15 16 17 18 Grades: 1 2 3 4 5 6 7 8 9 10 11 12 No. of Type of school schools Primary 82

Pre-gymnasium 86

Basic 421

Secondary 184

Gymnasium 248 1 2 3 4 Data source: Statistics Lithuania

The vast majority of students are enrolled in public (state or municipal) schools. In 2013–2014, 97.3 % of students in general education were enrolled in public schools and 99.6 % of students in vocational training were enrolled in public schools (Table 2.2). The State is the ‘owner’ of public vocational training schools and municipalities are the ‘owner’ of public general education schools. The remaining students were enrolled in private (non-state) schools. In Lithuania, all private schools are also allocated public funding on a per student basis (see Chapter 3).

Table 2.2. Distribution of students in public and private schools (2013–2014) Pre-school education General Vocational School education

institutions education schools schools in general Public (state and municipal) 97.3 97.3 99.6 97.7 Private (non-state) 2.7 2.7 0.4 2.3 Data source: EMIS

Recent or planned structural changes in compulsory education

In 2011, there was a key structural change with the reduction of the diversity of general education schools from 13 different types of schools to five (see Appendix 5, Table 2). The general rules established in June 2011 by the government for the school network envisage that the ‘secondary education’ school type will cease to exist from 2015 and, as a result, there will be only four types of schools offering general education: primary school, pre-gymnasium, basic, and gymnasium.

Another structural change was the change of legislature related to creating conditions for meeting varying needs of students when implementing the curricula in general education schools. Since 2011, regular general education schools provide compulsory and state-guaranteed primary, basic and general secondary education for students until 16 years of age, and have an obligation to provide necessary educational assistance for a

variety of student learning needs. In 2014, 90.8 % of students with special educational needs were enrolled in general education schools.

Table 2.3. Students with special educational needs (SEN) in educational institutions 2011 2012 2013 2014 No. of SEN students 42 782 36 147 36 025 35 580 General education schools % 91.7 90.3 91 90.8 No. of SEN students 3 868 3 878 3 545 3 615 Special education schools % 8.3 9.7 9 9.2 Total Number 46 650 40 025 39 570 39 195 Data source: EMIS

Special education schools provide general education curricula to students with special educational needs in adequately adapted learning environments, where the curricula are adapted to special learning needs, innate or acquired physical disabilities, and social or cultural disadvantages. These schools are obliged to provide necessary educational assistance in accordance with the procedure established by the Minister of Education and Science. In 2014, there were 48 special education schools.

Table 2.4. Number of Special Education Schools in 2005–2014 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 No. of schools 61 66 69 67 64 62 62 60 49 48 Data source: EMIS

Lithuania is one of the EU members where compulsory early childhood education starts at a later age than in most countries. 91.7 % of four-year olds in the EU-27 were in education in 2011. Participation rates of four- year olds ranged from 100 % in Spain, France and Malta, to a level just over 50 % in Greece and Finland (see Eurostat).

In Lithuania, compulsory pre-school education is planned to be introduced in September 2015. The international research on learners’ achievement (PISA, TIMSS) shows that quality education at an earlier age has positive impact on student performance. In Lithuania, about 30 % of children grow in at-risk-of poverty families and parents cannot provide favourable conditions for education.

Table 2.5. At-risk-of-poverty rate before social transfers, excluding pensions (%) 2008 2009 2010 2011 2012 2013 Total 27.2 28.6 31.3 30.2 28.4 30.3 Children (0–17 years) 32.5 36.6 43.6 40.2 35.3 40.7 18–24 24 24.5 36.6 37.9 31.1 30.8 25–49 21.9 25.3 32.8 30.9 26.8 28.5 50–64 29.5 30.7 30.5 31.5 28.7 30.3 65 and more 32.4 27 12.7 12.8 22.5 23 Source: Statistics Lithuania

At the level of municipalities, there are many concerns about provision of preschool education. There is a lack of places for all children in pre-primary education institutions in many municipalities and transporting 20

children to the nearest available institutions is costly. Implementation of compulsory pre-school education needs profound investment.

The government decision lacks parent support due to the traditional function of child care of pre-school institutions (mostly kindergartens). Parents prefer taking care of their children at home before school, as they do not think of kindergartens as educational (pre-school) institutions.

The state budget of 2015 has the allocation of LTL 5 million planned for compulsory pre-school education. In addition, the ESF investment of LTL 10 million is planned for transportation of children to preschool institutions and LTL 6 million for renovation and adjustment of premises for early childhood education.

The Law on Education sets out that state supervision of education exercised by the MoES shall include monitoring the accessibility and quality of education, consultations to education providers, assistance providing bodies and education management entities, implementation of preventive measures, external evaluation, application of measures of effect, promotion of improvements in education, and other measures provided for by law. Supervision of school performance is carried out by an institution which exercises the rights and obligations of the owner (budgetary establishments in the case of state schools), an executive institution of the municipality (budgetary establishments in the case of municipal schools), an institution which exercises the rights and obligations of the owner (the meeting of the participants or public establishments in the case of state and municipal schools), and the owner (the meeting of the participants in the case of other schools). Support from external evaluation experts is available, if needed. State schools are operated by the MoES or another ministry, if it exercises the rights and obligations of the state as the owner or stakeholder. Municipal authorities operate municipal schools. Private (non-state) schools are operated by their owners, the school administration, and self-governance bodies.

2.2 Education environment

The importance of education in society

The importance of education is seen as unquestionable in Lithuania. While there is no recent research available on the role and impact of mass media on shaping public opinion about education, the most popular internet portal (Delfi.lt) frequently focuses on the topic of education. There are regular posts on education news with comments on key developments in the education sector. They never question the importance of education, but undoubtedly make a significant impact on public opinion. Most typically, articles on the internet portal critique educational developments or offer several different opinions for discussion on a particular issue. At the same time, education is not extensively covered in the national printed media. One of the reasons is a shortage of knowledgeable and well-informed journalists for education. However, the two most popular radio stations – National Radio (LRT) and private Žinių radijas – regularly broadcast news and interviews on education issues. In addition, the MoES cooperates with the national TV channel (LRT) on a weekly programme on education.

Private support for education and shadow education

Household expenditure data indicate modest monthly expenditure on education – on average a little less than what the average household spends on tobacco products each month and less than half as much as is spent on alcoholic drinks. However, expenditure is slightly higher in urban areas and the five biggest cities, in particular. Households with one or two children spend the most on education each month (see Appendix 6, Table 4).

At the same time, shadow education is part of the Lithuanian education system and calls for greater attention from education policy makers. Data from an international tutoring survey in 2004–2005 indicate that almost

two thirds of all first-year university students had used shadow education services while in Grade 12 in order to improve their official learning achievements6: 61.9 % reported that they had used tutoring services or attended preparatory courses; 51.9 % had hired private tutors (either a teacher or university professor), while only 3.2 % had attended preparatory courses. According to MOSTA survey7 (2014) of first-year university students, 36 % of students receive private tutoring in at least one subject. Private tutoring for examinations preparation is most popular with urban gymnasium students who demonstrate good or excellent learning results.

School quality and quality assurance

All key strategic documents on education in Lithuania underline the importance of ensuring and improving the quality of education. School owners (the state, municipalities, or private entities) as well as education providers are seen as being responsible for the quality of education, but operate within a system of quality assurance established by the MoES.

There is little clarity on accountability for quality in education legislature. There are no listed and agreed indicators or criteria for quality, though there are attempts of public consultations on quality in education. Qualitative indicators are a challenge to be agreed as educators perform in environments of trust and cooperation. Requirements of accountability for quality in education is complex.

Municipalities as owners of municipal schools exercise collective and political accountability. If the residents of a municipality are not satisfied with the quality of education service in schools, they can elect other politicians to the municipality councils and influence decisions on provision of education in the municipality.

Owners of non-state schools are accountable to their customers (students and their parents) for quality of the service. Their customers are free to choose other schools if not satisfied with the quality of education. In case of state-owned schools, the MoES delegates responsibility for quality to its departments.

The providers of education service are accountable to the customers and the taxpayers. Means for accounting is external performance evaluation of school administration and managers (school principals and their deputies), teachers, support staff, and other employees. School administration is accountable for personal and school performance, implementation of curricula, and school maintenance results.

The national institutions performing quality assurance functions are (see Appendix 8):

● Ministry of Education and Science,

● Centre of Information Technologies in Education,

● National Agency for School Evaluation,

● National Examination Centre,

● Qualifications and Vocational Education and Training Development Centre,

● Centre for Quality Assessment in Higher Education,

6 The international tutoring survey was conducted by the Education Policy Centre at Vilnius University in 2004–2005. Eight hundred ten first-year students from a number of faculties of various Lithuanian universities (Vilnius University, Vilnius University of Educational Sciences, Vytautas Magnus University, Kaunas University of Technology and Šiauliai University) were surveyed in the academic year 2004–2005. Students come from various Lithuanian locations, i. e. they graduated schools in different geographic areas and were brought up in different social and economic environments. 7 http://www.mosta.lt/images/leidiniai/Studiju_kokybe_Lietuvoje_suinteresuotu_saliu_poziuris.pdf

● Research and Higher Education Monitoring and Analysis Centre (MOSTA).

The Concept of Quality Assurance in Formal Education (2008) provides the main general principles of quality assurance in formal education across all sectors of the education system (general education, vocational training, and higher education). It states that all education providers and education management entities participate in ensuring quality and the principle of universality. Progress is understood as promotion of innovation and positive transformation by selecting quality assurance measures and instruments. Integrity means achieving harmony between quality assurance goals, principles, and measures. The general model of quality assurance in formal education is based on the development of a concept of quality, quality improvement, and quality assessment.

In accordance with external evaluation methodology, general education curricula, approved school performance indicators and evaluation levels, the NASE annually collects data, which enables the evaluation of performance quality of general education schools to promote improvement in schools, better education quality, and better student performance. The Procedure for External Evaluation of Performance Quality of General Education Schools (2009) sets out that:

 At the time of evaluation external experts shall observe, record, analyse and assess daily activities of the school, collect and record data by school performance indicators through lesson observation protocols and external experts’ notes. After observation of a lesson or activity, the feedback to the teacher should contain no less than three strengths and no more than two aspects to improve upon. If requested by the teacher, a more thorough discussion may be agreed upon with the external expert.

 The collected information shall be made available to the school in the form of an external evaluation report that describes the school context, five areas of school activities that were evaluated (school culture, teaching and learning, achievements, support to students, and strategic management) and ten strengths and five aspects of activities to improve upon. Part of this report, i. e. the school’s strengths and aspects of activities to improve upon, shall be published on the websites of the NASE and EMIS8. The school may publish the entire report, if it wishes to do so. The descriptor of external evaluation procedure outlines that every school in Lithuania must initiate the presentation of external evaluation findings to parents and students.

 The NASE shall produce an annual report9 in which the Agency presents the evaluation of performance quality in the schools evaluated in the past year, a summary of findings, and a more detailed analysis of one particular aspect (for example, school strategy).

One of the four key long-term goals of the National Education Strategy 2013–2022 is to build a culture of quality in education that is based on self-evaluation and ensures the sustainability of self-governance, social partnership and leadership. The strategy outlines these measures for the culture of quality in education:

- to encourage organisational diversity of educational establishments;

- to give more rights and responsibilities to founders and schools;

- to encourage schools to publicise data on the progress made and focus on the highest performance;

- to exploit all opportunities provided by integrated information management systems;

8 http://www.nmva.smm.lt/ , http://svis.emokykla.lt/ 9 http://www.nmva.smm.lt/wp-content/uploads/2012/12/Raportas-2013-geras.pdf

- to initiate agreements on the contents of general education performance quality based on research data, etc.

The teaching profession

In the Programme of the 16th Government for 2012–2016, transformation of education policy and better quality of education are outlined as priorities, and the professional teacher is put in focus as the main prerequisite for transforming education and improving schools. The programme sets out to:

- strengthen the teacher’s status in the society; - take preventive measures to protect teachers against moral and physical abuse; - ensure that the average pay of teachers is above the national average (even though teachers are paid from the state budget, they do not enjoy the status of a civil servant); - change teacher certification procedures; - seek objective and fair teacher pay calculation, so that pay depends on the educational attainment, qualification, expertise, quality of work, and length of service; - improve the teacher training system; - restore the uniform system for training and re-training of teachers, pre-school teachers, pre-school teachers’ assistants, and other educational personnel by trying to involve higher education institutions; - create adequate working, living, and other conditions for teachers in rural areas; and - support teachers’ aspirations towards innovation, professional development, etc.

Currently, there are significant challenges for the teaching profession. The most gifted teachers-to-be do not choose to become teachers (a mere 15 % of all teachers-to-be completing pedagogical studies start to work as teachers) and there are not enough male teachers. The average age of teachers is currently 46 years (2014), which means that there is a risk that not only there will be a shortage of teachers in ten years, but also that a new generation of competent teachers will not be raised within this period. (See Appendix 13, Table 14 for distribution of teachers by age). Moreover, with educational requirements changing (see Chapter 4.6), a continuous and systemic refreshment of teachers’ level of education is needed, but there is no adequate professional development system. Higher education institutions seem reluctant to take up this task.

2.3 Objectives of the education system and student learning objectives

The Law on Education outlines the main purpose of the education system, that is to provide an individual with a basis for a worthy independent life and to assist the individual in the continuous cultivation of abilities. Education protects and creates national identity and guarantees continuity of the values that make a person’s life meaningful, grant social life coherence and solidarity, and promote development and security of the State. Education serves its purpose best when its advancement leads the overall development of society and, as such, education is a priority area of societal development that receives state support. The main goals of education are:

- to develop personal values enabling an individual to become an honest, knowledge-seeking, independent, responsible, and patriotically-minded person; to cultivate communication skills important in modern life; to assist in internalising the information culture characteristic of the knowledge society by providing for command of the official, foreign and native languages, information literacy, modern social competence and skills to shape one’s personal life independently, and to live a healthy lifestyle;

- to identify personal creative abilities and to help an individual acquire competences and/or qualification which would allow establishment and successful competition in the labour market; to build understanding of technological, economic and business culture necessary for ensuring progress, competitiveness and sustainable development of national economy; to create conditions for continual satisfaction of cognitive needs and life-long learning;

- to ensure sustainable development of national economy, environmental and human resources, internal and external economic competitiveness, national security, and the advancement of a democratic state;

- to lay the foundation of a national and ethnic culture; to convey the traditions and values of the humanistic culture of Europe and of the world; to foster the maturation of a person’s national identity, moral, aesthetic, scientific culture and personal worldview; to guarantee the continuity of ethnic and national culture, the preservation of its identity and continuous renewal of its values; to promote the country’s openness and inclination for dialogue; and

- to ensure conditions enabling a person to acquire the basics of civic and political culture that embody democratic traditions, and to develop the abilities and experience needed by a person as a competent citizen of the Republic of Lithuania, a member of the European and global community as well as of a multi-cultural society.

Key national strategic documents (Lithuania’s Progress Strategy ‘Lithuania 2030’, National Progress Programme 2014–2020, and National Education Strategy 2013–2022) set out ambitious goals for the national education system, such as creating an advanced state characterised by harmony of society and self- governance. The strategic goal is to turn the education system in Lithuania into a sustainable foundation for the furtherance of national welfare, brave and independent people able of creating their own future as well as the future of the nation and the world.

In recent years, two key documents that regulate education content in a general education school on the national level were revised, i.e. the General Curricula of Primary and Basic Education (2008) and the General Curriculum of Secondary Education (2011). The main directions of change in education content in the new revision of the curricula focus not only on the input, but also on anticipated outcomes and the impact on general abilities and competences. On completion of the general primary, basic or secondary curriculum, every student should acquire core competences, such as learning to learn, communication in the state language, their native and foreign languages, basic competences in science, digital competence, social and civic competences, initiative and creativity, personal and cultural awareness and expression. The most important part in the curricula is learners’ achievements described by three interlinked and continuously developed components, i. e. subject knowledge, core competences, and attitudes that every learner should acquire on completion of a particular learning stage or curriculum. In order to assimilate knowledge in a subject, a student has to understand the essence of that knowledge, be able to apply it to new situations, and demonstrate behaviour that is attitude-based. Accordingly, a teacher should focus on education process that provides for better learning opportunities, select learning material that promotes active involvement of students, and organize learning activities in a way that these match students’ experience, abilities, inclinations, and learning styles.

2.4 Distribution of responsibilities within the school system

National level

The Ministry of Education and Science is the supreme institution of executive power that shapes and implements national policy on education, science, and studies. The Ministry is headed by a minister appointed to and removed from the office by the President of the Republic of Lithuania on nomination by the Prime Minister. The Minister reports to the Seimas of the Republic of Lithuania and the President and is directly subordinate to the Prime Minister. Vice minister(s), advisor(s) to the Minister, assistant(s) to the Minister, the spokesperson for the Minister and other civil servants in Minister’s political (personal) confidence help with the formation of political attitudes and priorities, decision-making and decision implementation.

The MoES has five departments10, namely, the Department of General Education and Vocational Training, Education Quality and Regional Policy Department, Department of Higher Education, Science and Technology, Department of the European Union Assistance Coordination, and Finance Department. Each department consists of divisions. Additional nine divisions are independent of the departments (see Appendix 7).

Other national institutions performing different functions are (see Appendix 8):

- Centre of Information Technologies in Education,

- National Agency for School Evaluation,

- National Examination Centre,

- Qualifications and Vocational Education and Training Development Centre,

- Education Development Centre,

- Education Supply Centre,

- National Centre for Special Needs Education and Psychology,

- Education Exchanges Support Foundation.

Participation of the public in shaping education policy and making decisions important to education quality is also encouraged by education self-governance bodies. They are (Appendix 9):

- Education Council of Lithuania,

- Council of General Education,

- Council of Vocational Training of Lithuania,

- Council of Higher Education,

- Council of Non-formal Adult Education of Lithuania,

- Lithuanian Parents’ Forum,

- Lithuanian Students’ Union.

Municipal level

Every municipal administration has a unit (units) responsible for the functioning of the education system in a particular municipality. (See Appendix 10 for functions attributed to municipal institutions.)

School level

There are various school self-governance bodies. Their competence and formation principles are usually outlined in the school’s bylaws. The school council is the school's elected self-governance body, representing the learners, the teachers, the parents and the local community. The school council is

10 The structure of the MoES is due to change from February 2015.

accountable for its activity to the members of the school community. The school principal cannot chair the school council and has no power of a decision. Decisions are voted for and participation of two thirds of the members is necessary for a vote. The majority of votes is necessary to pass a decision. In addition, a school may have a student council or a parent council. The most important functions of school self-governance bodies are collegial discussion of school activity, funding matters, decision-making, and performing public oversight of school governance.

Irrespective of the size of a school, there are three management levels within the school administration structure, i. e. the school principal, deputies, and administrative personnel. In addition, there are teachers– heads/chairpersons of methodology groups or working groups or committees. The school principal as the top management level at the school is responsible for the main fields of activities (see Chapter 5.4).

Autonomy of public schools and government-dependent private schools

In Lithuania, the category of private (non-state) schools includes only institutions founded by a legal person that is not the state or a municipality. These schools may have the status of a public establishment and are eligible for the student basket from the state. They receive substantial government funding and are therefore referred to as ‘government-dependent’ private schools, but their school maintenance funds come from the school’s founders or the students. The main differences in autonomy between public (state or municipal) schools and government-dependent private schools are:

- There is no requirement for private schools that the school’s bylaws meet the Requirements for Preparing Bylaws, Articles of Association or Statute (2011) approved by the MoES, which is the case for municipal and state schools.

- There are no specific qualification requirements for private school principals, while qualification requirements for principals of public schools are set by the Minister of Education and Science.

- There is no requirement for private schools to select the principal by way of an open competition, as the principal of a public school may only be selected through an open competition.

- There is no requirement of mandatory certification for the school principal, deputies or heads of departments of private schools. In public schools, leaders undergo mandatory certification every five years.

- The owner of a private school defines the enrolment procedure independently, while in public schools the procedure must be defined in accordance with the general enrolment criteria approved by the MoES.

2.5 Market mechanisms in the school system

Criteria for school enrolment

As far as enrolment to public schools is concerned, preference is given to individuals residing within the area serviced by a particular school. A child may be enrolled in a school outside his/her area of residence on request of parents, but only if the school has vacancies. Parents and students are free to choose a general education school – be it a public school or a government-dependent private school. If parents choose a government-dependent private school, however, they are required to pay a tuition fee charged by the school, since the state allocates funds to these schools for the provision of education only and no funds to cover school maintenance costs. Parents also have the freedom to choose how to educate a child with special needs – in a special educational establishment or general education school following an individualised programme (under recommendations by experts), or in a school for students with exceptional abilities (students are admitted if they pass enrolment examinations).

Enrolment of students to schools and formation of classes takes place until September 1 of the current year. After a municipal school admits all applicants residing in its territory, student vacancies may be filled by students residing outside the school’s territory, under the following order of priority: orphans, children raised by guardians or carers, children with special needs, children with siblings in the school under consideration, and children whose parents work in the area serviced by the school. If more children wish to join the school than the school can accept for lack of vacancies (this is in particular relevant for gymnasiums), preference may be given to students with higher learning achievements (based on average score of subjects, awards in school Olympiads and competitions, project work, etc.) and teacher recommendations. Arts, sports and other specialised schools where enrolment does not depend on the area serviced admit children with certain talents and abilities.

School competition and availability of information on schools

Competition between schools is driven by the student basket methodology (see Appendix 12). If parents decide to switch schools, the basket money ‘follows’ the child to another school. The student basket principle drives competition between schools resulting in a more efficient and meaningful use of the funds. Moreover, by improving the overall quality in education, schools are interested in offering more efficient activities, promoting innovation, and becoming more attractive.

The Law on Education regulates the responsibility of the head of an education establishment to make education-related information publicly available, i. e. information on formal and non-formal education delivered by the school, enrolment requirements, paid services, teacher qualifications, and key findings of external evaluation, traditions and achievements of the school community. Each school is free to decide on the procedure, form, and content of the publication. Besides, part of the external school evaluation report for each school is published on the NASE website and in the EMIS (see Chapter 2.2).

2.6 Performance of the school system

Accessibility, progression, and participation in education

In 2013, the proportion of students in early childhood education was 84.7 % of all students in the age group (net enrolment ratio):

Figure 2.2. Student enrolment by levels (gross and net)

Gross 130 130 Net 118.1 119.9 119.9 118.7 120 120

110 105.9 105.1 104.7 104.1 110 98.1 98.9 98.9 99.2 100 100 96.8 101.3 101.9 101.7 101.6 97.2 97.4 97.3 90 90 85.2 85.7 84.8 85.5 80 80 84.7 84.9 79.7 81.9 80.3 82.1 78.9 70 79.5 70 Pre-school education (ISCED 0) 60 Pre-school education (ISCED 0) 60 Primary education (ISCED 1) Primary education (ISCED 1) 50 Basic education (ISCED 2) 50 Basic education (ISCED 2) Secondary education (ISCED 3) Secondary education (ISCED 3) 40 40 2010 2011 2012 2013 2010 2011 2012 2013

Data source: Statistics Lithuania

As compared to 2010, the enrolment ratio (both gross and net) rose in pre-school and pre-primary education. There was no major change in the enrolment ratio at primary, basic and secondary education over the past years. According to the data from 2012, the average learning duration of 7–16 year-olds was 10 years, in the

group of 7–18 year-olds it was 11.9 years, and for 7–24 year-olds it was 15.3 years. Fluctuations in the average learning duration in 2009–2012 were insignificant.

Lithuania creates rather favourable conditions for all individuals wishing to attain basic or secondary education. In 2012, the proportion of students moving from primary education level (ISCED 1) onto basic education (ISCED 2) level (from Grade 4 to Grade 5) was 99.2 %.

Table 2.6. Proportion of students who move from primary to basic education (%)

Year 2009 2010 2011 2012 % of students 99.1 100 99.2 99.2 Data source: EMIS

In 2012, 97.8 % of students continued their education after basic education in general education schools (80.5 %) or in vocational schools (17.3 %) (see Figure 2.3). As compared to 2009 and 2012, there was a drop of 1.1 % in the proportion of students who continued education in vocational schools after Grade 10. An increase (1.6 %) was observed in the proportion of students who continued education in general education schools.

Figure 2.3. Proportion of students who continue education after Grade 10 (%)

At vocational training school In general education schools 100

90 18.2 18.2 17.0 17.3 80 70 60 50

40 78.9 78.8 80.5 80.5 30 20 10 0 2009 2010 2011 2012

Data source: EMIS

In 2012, 73.9 % of school graduates continued their education in the same year (see Figure 2.4). The largest proportion (41.2 %) chose university studies, slightly smaller proportion (23.8 %) chose colleges, and the smallest proportion (8.9 %) chose vocational schools. The proportion of school graduates who continued their education the same year rose by 1.6 % in 2009–2012.

Figure 2.4. Percentage of graduates continuing studies after 12 grades 80 At the University At vocational training school In College 70

60 40.7 41.2 50 40.5 40.4

30 7.5 7.8 8.2 8.9 20

10 24.3 24.4 24.1 23.8

0 2009 2010 2011 2012 Data source: EMIS

In 2009, the percentage of young people between 18 and 24 years of age without upper secondary education and not studying reached 8.7 %. It decreased each year and was only 6.5 % in 2012.

Figure 2.5. Percentage of people aged 18–24 without upper secondary education and not studying (%)

10 8.7 9 7.9 7.4 8 7 6.5 6 5 4 3 2 1 0 2009 2010 2011 2012

Data source: Statistics Lithuania

In most cases a little more than 1 % of students repeat Grades 10 and 11, and around 1 % repeat Grades 1, 8, and 9.

Table 2.7. Repetition rate (%) of students in different grades Year 2009 2010 2011 2012 2013 Grade 1 1.3 1.1 1.1 1.1 1 Grade 2 0.3 0.4 0.3 0.4 0.3 Grade 3 0.2 0.2 0.2 0.3 0.2 Grade 4 0.2 0.3 0.3 0.3 0.2 Grade 5 0.2 0.2 0.2 0.3 0.3 Grade 6 0.3 0.3 0.3 0.3 0.3 Grade 7 0.6 0.6 0.5 0.4 0.6 Grade 8 1 1.1 0.9 0.8 0.9 Grade 9 and gymnasium Grade 1 1.1 1.2 1 1.1 1 Grade 10 and gymnasium Grade 2 1.4 1.6 1.5 1.2 1.3 Grade 11 and gymnasium Grade 3 0.9 1.4 1.5 1.7 1.3 Grade 12 and gymnasium Grade 4 0 0 0 0 0.1 Data source: EMIS

Graduation rates or successful completion of different levels of education

In 2013, a small percentage of students in general education did not complete primary (less than 3 %) or basic or secondary education (less than 5 %). This percentage did not vary significantly for urban and rural areas (Table 2.8). However, since 2009 there has been a slight decrease (1.2 percentage points) in the proportion of secondary students successfully completing secondary education in general education schools (Figure 2.6). Over the same period, there has been no significant change for students successfully completing basic education in general education schools.

Figure 2.6. Percentage of students who successfully completed education in general education schools

98 Acquired basic education Acquired secondary education 97.2 96.8 96.7 97

96.0 96

95.1 94.7 94.6 95 95.2

93 2009 2010 2011 2012

Data source: Statistics Lithuania

Most students in Lithuania acquire basic education in general education schools. In fact, in 2013 only 0.6 % of all students completing basic education were in vocational schools. A greater proportion (16 %) of all students successfully completing secondary education did so in vocational schools. The success rate for students in vocational schools is around 10 percentage points less than for students in general education schools (Table 2.8). Such differences may be explained by the lower prestige of vocational education schools in comparison to general education schools, as they enroll more students with lower learning motivation, those having behavioural issues or otherwise neglected. Such persons often leave the school without finishing the education programme.

Table 2.8. Graduation rates in general and vocational schools, and in urban and rural areas (2013)

Total In urban areas In rural areas No. of graduates % No. of graduates % No. of graduates % General education school Primary 26 113 97.2 19 799 97.3 6 314 97 Basic 35 486 95.4 28 343 95.5 7 143 95 Secondary 29 566 95.1 25 660 95 3 906 95.8 Vocational education school Basic 203 85.3 203 85.3 0 0 Secondary 5 692 84.4 5 083 84.9 609 80.2 Data source: ITC

For students with special educational needs, the proportion of students successfully completing primary education in 2013 is about 10 percentage points lower (Table 2.9). A significantly lower proportion of students with special educational needs (around 3 out of 5 students) successfully complete basic and secondary education.

In 2013, graduation rates were the highest for students learning in schools with Russian as the language of instruction in primary education. In basic and secondary education, students learning in Polish had the highest graduation rates. In vocational education schools, the front-runners in this index were also students learning in Polish.

Table 2.9. Graduation rates for students with special educational needs (2013) Type of education No. of students % of students Primary 4 165 87.4 Basic 1 481 63.5 Secondary 267 60.8 Data source: EMIS

Table 2.10. Graduation rates by the language of instruction (2013) Language of LITHUANIAN POLISH RUSSIAN instruction No. of graduates % No. of graduates % No. of graduates % General education schools Primary 24 047 97.3 933 97.8 1 117 98.7 Basic 33 141 95.4 1 087 96.6 1 246 96.4 Secondary 27 333 95.3 1 017 97.8 1 201 93.7 Vocational education schools Basic 189 84.4 0 0 18 100 Secondary 5 594 84.2 71 94.7 27 87.1 Data source: EMIS

Only 1 % of students who successfully completed primary education in 2013 did so in government- dependent private schools (Table 2.11). For these students, the graduation rate was around 10 percentage points lower than for students in public schools. Graduation rates in basic and secondary education were similar in public and private schools.

Table 2.11. Graduation rates in public and government-dependent private schools (2013) Type of Public schools Government-dependent private schools education No. of graduates % No. of graduates % Primary 25 830 97.3 283 86.5 Basic 34 952 95.4 534 96 Secondary 29 136 95 430 97.7 Data source: EMIS

Educational attainment of the Lithuanian population

According to the Population Census 2011, in Lithuania higher education was acquired by around one-fifth of the population aged 10 and older (Table 2.12). The largest part consisted of people with secondary education (around one-third). The percentage of such people in urban and in rural areas was nearly the same. Yet the number of people with higher education degrees was two times higher in urban areas than rural. Meanwhile, the percentage of people with primary education only or having not finished primary education, also having not attended school and the illiterate were almost 1.2 times higher in rural areas than urban. During the Census, 4 600 illiterate persons, which is 1.7 % of the total population aged 10 and older, were registered.

Table 2.12. Educational attainment of the Lithuanian population (aged 10 and older) in urban and rural areas (2011)

Total In urban areas In rural areas Level of education attained Number % Number % Number % Higher 585 841 21.2 478 031 26 107 810 11.8 Post-secondary and specialized secondary 466 686 16.9 325 896 17.7 140 790 15.3 Secondary 843 225 30.6 555 473 30.2 287 752 31.4 Basic 404 418 14.7 229 841 12.5 174 577 19 Primary 411 892 14.9 227 742 12.4 184 150 20.1 Did not attend or finish primary school / illiterate 45 790 1.7 23 673 1.3 221 17 2.4 N/A 217 0 201 0 16 0 Total 2 758 069 100 1 840 857 100 917 212 100 Data source: Statistics Lithuania

The group of country residents aged between 25 and 64 showed the highest number (around one-third) of persons with higher education. Secondary education and basic education with professional qualification was held by almost one-fifth of the population in the same age group. Specialized secondary education was held by 14.5 % of the population.

Table 2.13. Educational attainment of the Lithuanian population aged 25–64 2012* Type of education Number (in thousands) Percentage (%) Higher 484 000 31.45 Post-secondary 62 800 4.1 Specialized secondary 222 500 14.5 Secondary 344 300 22.4 Basic with professional qualification 329 700 21.4 Basic 94 000 6.1 Primary with professional qualification 1 400 0.1 Total 1 538 700 100 * Statistical data of 2012 were updated according to the number of population recalculated based on the results of Lithuanian 2011 Population Census and Housing Census. Data source: Statistics Lithuania

The Population Census of 2011 showed that the index of population by separate ethnic groups with higher education exceeded the country’s average. Five hundred and one persons of Jewish ethnicity, 323 Armenians, 283 Ukrainians, 246 Russians, and 216 Lithuanians had higher education per 1 000 population of the same ethnicity aged ten and older. The lowest rate of higher education was in the Romani population. Only 16 persons held higher education degree per 1 000 population of Romani aged ten and older. The majority of Romani population have poor levels of education and literacy. In contrast to other ethnic minorities in Lithuania, the Romani experience difficulties of integration into the society.

Table 2.14. Educational attainment in the Lithuanian population, by ethnic group Persons of a certain ethnicity having education per 1000 population of that ethnicity aged 10 and older

Post-secondary and Ethnicity Higher Secondary Basic Primary specialized secondary Lithuanians 216 168 295 147 156 Poles 138 152 383 157 150 Russians 246 203 331 125 85 Belarusians 174 225 355 144 92 Ukrainians 283 261 296 111 46 Jews 501 148 209 68 65 Tatars 232 220 302 125 109 Germans 243 166 289 134 148 Latvians 226 196 308 148 108 Romani 16 16 155 292 418 Armenians 323 184 295 102 89 Data source: Statistics Lithuania

Student performance in national examinations

At the end of basic education (Examination of achievements in basic education)

The Description of Organisation and Implementation of Examination of Lower Secondary Education Achievements (2011) states that from 2012 students, who have finished basic curriculum and are willing to acquire basic education, must take compulsory examinations in the Lithuanian language (as the mother tongue or as the state language) and in Mathematics and an optional examination in their mother tongue (Belarussian, Polish, Russian or German). Examinations in the Lithuanian language and a mother tongue is oral, and the examination in Mathematics is written. Achievements of students are assessed on a 10-point scale. The examination of basic achievements is considered as passed if it is scored four or higher. Students with special educational needs and those who follow an adapted education programme may be exempt from the examination by the order of the head of the school.

In 2013, 33 523 students participated in the examination of achievements in basic education in the Lithuanian language (as the mother tongue) and 35 658 students in the examination of achievements in Mathematics. Majority of students (80 %) who took part in the examination of achievements in both the Lithuanian language (as the mother tongue) and Mathematics come from urban areas and 20 % come from rural areas. The results of students in urban areas were higher than of students in rural areas.

To compare, the best results in basic education examination of achievements in Mathematics were demonstrated by students learning Mathematics in Russian as the language of instruction, and students learning Mathematics in Lithuanian demonstrated the lowest results.

Students in larger schools have better average scores in examinations of achievement in basic education (Table 2.17). Students in schools with 801 or more students score an average of 0.69 points more in the Lithuanian language and 0.8 points more in Mathematics than students in the smallest schools (up to 400 students). The greatest proportion of schools in Lithuania (29.4 %) have between 401–600 students, while very big schools with other 801 students make the smallest proportion (16.5 %).

Table 2.15. Average scores in the examination of student achievement in basic education in urban and rural areas (2013) Subject Location Average score (points) The Lithuanian language Total 6.19 (as the mother tongue) Urban areas 6.26 Rural areas 5.91 Mathematics Total 5.05 Urban areas 5.15 Rural areas 4.66 Data source: NEC

Table 2.16. Average scores in examination of student achievement in Mathematics in basic education, by language of instruction (2013) Subject Language of instruction Number of participants Average score (in grades) Mathematics Lithuanian 33 338 5.03 Russian 1 243 5.39 Polish 1 077 5.33 Total 35 658 5.05 Data source: NEC

Table 2.17. Average scores in examinations of student achievement in basic education, by school size (2013) Lithuanian language Mathematics Number of Share of Size of the school (as mother tongue) students students (%) Average point score Average point score Up to 400 students 5.80 4.66 9 753 27.1 From 401 up to 600 6.13 4.87 10 588 29.4 From 601 up to 800 6.43 5.38 9 750 27 801 and over 6.49 5.46 5 934 16.5 Total 6.19 5.05 36 025 100 Data source: NEC

At the end of secondary education (State Matriculation examinations)

Students completing secondary school and seeking to attain the level of secondary education must pass the mandatory state Matriculation examination in the Lithuanian language and literature and three other examinations of their choice. Apart from the state Matriculation examination in the Lithuanian language and literature, a candidate may choose and take state examinations in up to five subjects (see Appendix 11). Candidates may select the type of the examination (state or school) in the Lithuanian language and literature. In 2013, Lithuania organised both state and school level Matriculation examinations in the Lithuanian language and literature, only state level examinations in Biology, Chemistry, Physics, Geography, Information Technology, History, Mathematics and foreign languages (English, French, Russian and German), and only school level examinations in native languages of national minority students (Belarusian, 35

Polish, Russian and German), Arts, Music and Technology. The state Matriculation examinations were scored using the academic performance scale of 0 to 100 points. (See Appendix 11, Tables 5 and 6 for student choices of examinations).

In 2013, the mandatory state examination in the Lithuanian language and literature was passed by about 90 % of the candidates, while a slightly larger share of the candidates (96 %) passed the school level examination. (See Appendix 11, Tables 7 and 8). As for optional state examinations, the largest share of school-leavers were successful in passing examinations in foreign languages (English, German, and Russian), chemistry, and geography. The lowest passing rates were in information technology and mathematics. As for optional school level examinations, the largest share of school-leavers were successful in passing examinations in native languages (Belarusian, Polish, and Russian) while the lowest passing rates were in music (see Appendix 11, Table 8).

In 2013, the largest share of students (over 5 %) scored 100 points in the optional state examination in English as a foreign language, over 3 % in German as a foreign language, information technology, and mathematics. The share of those scoring 100 points in other state examinations did not exceed 2 %. Of all school-leavers who took the mandatory state examination in the Lithuanian language and literature 1.64 % attained 100 points (see Appendix 11, Table 7).

In 2013, 23 226 school-leavers of general education schools took the state Matriculation examination in the Lithuanian language and literature. The majority (89 %) of the candidates came from urban areas and only 11 % came from rural areas. The passing rates by the students from urban areas were better than by their peers from rural areas by 8.81 points on average (Table 2.18). To compare the average score points of the state Matriculation examination in the Lithuanian language and literature by school size, the highest average score was in the largest schools (with 801 and more students) while the lowest score was in small schools (up to 400 students). The difference was more than 10 points.

Table 2.18. Average score among school-leavers of general education schools who took the state Matriculation examination in the Lithuanian language and literature (2013) Number of students taking the examination Average score (in points) Overall in Lithuania 23 226 45.72 School location Urban 20 703 45.82 Rural 2 523 37.01 School size Up to 400 students 3 750 37.66 401 to 600 students 7 078 42.91 601 to 800 students 8 022 48.27 801 and more students 4 376 47.95 Data source: NEC

2.7 Policy approaches to equity in education

The Law on Education defines the right to study and acquire education and qualification for any citizen of the Republic of Lithuania and any foreigner who is a permanent or temporary resident of the Republic of Lithuania emphasizing that the State shall take steps to ensure that each child studies in accordance with primary, basic and upper secondary school curricula. The Law sets out that:

 Persons exposed to social exclusion (children of disadvantaged families or refugees, children who are out of school, the unemployed, persons returning from prison, persons undergoing treatment from alcoholism and drug use, and socially unadjusted persons) are provided with access to education by providing them with social services and educational support. The Government and municipalities, non- governmental organisations, and other legal and natural persons implement targeted social and educational programmes directly or via schools. State and municipal authorities establish the numbers and educational needs of out-of-school children and implement targeted programmes to involve socially excluded children in education together with schools using the data of population registers and other state and departmental registers.

 Access to education for students with special educational needs is ensured by adapting the school environment, providing psychological, special pedagogical, special and social pedagogical support, and providing technical assistance and special learning tools at school. If parents (guardians) wish so, a student with special educational needs may be given an opportunity to study at an early childhood or general education school, vocational training school, and any state or municipal (regional) school for students with special educational needs that is located closer to his or her place of residence. Normally, access to education for such students is the responsibility of the municipality where they live.

 Children who cannot attend a regular school due to a disease or a pathological condition can be provided with conditions for studying at an inpatient healthcare institution or at home or for studying independently and taking examinations.

 In accordance with the procedure laid down by the Government, persons provisionally detained or deprived of liberty are provided with an opportunity to study at the correctional or penitentiary facility so that these persons can attain primary, lower secondary and upper secondary education or qualification and study independently.

 Students residing in villages and towns farther than 3 km from school who are enrolled in pre-school and general education curricula must be transported to and from school.

 Students enrolled with a general education school while residing in a territory not attributed to that school may be accommodated in a student residence if their parents (guardians) wish so. Students cover part of the accommodation costs of living in a student residence of the state or municipal vocational training institution. The amount of the remuneration and privileges depending on the social status of parents (guardians) and students in respect of accommodation is set by the management body of the school.

In accordance with the Law on Social Assistance to Students (2006), students from families eligible for social assistance are provided with social-economic support (see Chapter 4.8).

The procedure for the payment of scholarships and allocation of material support to a student studying under vocational training programmes for his or her first qualification and a student of upper-level education (2005) regulates that students may receive material support every six months if:

 the student’s family or the student living alone is entitled to monetary social support in accordance with the Law on Social Assistance to Poor Families and Persons Living Alone (2003);

 the student has lost one of the parents (guardians) or comes from a family with 3 or more children under 18 and older who are enrolled with general education schools, vocational training institutions and higher education schools;

 the student has children.

While ensuring equal educational conditions and taking into account varying educational needs of students, Lithuania differentiates the size of the student basket (see Chapter 4.4 and Appendix 12). 37

To promote involvement of the Roma in the public life, reduce social exclusion, raise awareness of the Roma community, and increase tolerance among the public, Lithuania adopted the Operational Plan for the integration of the Roma in the Lithuanian society for 2012–2014. The number of Roma children attending school in the country has been growing rapidly, which is why the Operational Plan primarily focuses on the following areas: education of the Roma, their participation in the labour market, development of their social skills, and enhancing of the public tolerance towards the Roma.

To improve the education of children from national minorities in the country’s schools, the Guidelines for the education of children in languages of national minorities and for improving the teaching of languages of national minorities (2012) were developed. The goal is to encourage schools teaching in national minority languages to engage more actively in cooperation projects of schools and student organisations, to enrich general national culture programmes with national cultural content of national minorities living in Lithuania since long ago, and to develop educational materials for national cultures involving national minority communities in this work.

2.8 Main challenges

 In the second version of the Gymnasium Concept (1999), it was agreed that the secondary education programmes would be implemented in four-year gymnasiums (Grades 9 to 12). There is a requirement that a city gymnasium would be a separate four-year school, and a pro-gymnasium (Grades 1 to 8) would be set up to ensure the continuity of education. However, these processes are quite slow in the major cities. This process was stepped up in 2011 by the Law on Amendment of the Law on Education which provides that secondary-type schools will cease to exist from 1 September, 2015. Still, politicians and the educational community currently discuss whether secondary schools with 12 years of education duration (Grades 1–12) should be preserved. The idea is highly attractive for some parents, though it is not effective with regard to the distribution of educational resources.

 The management of the educational system has been improved during the last decade. There has been a shift from overregulation towards greater involvement of the participants of the educational system in making major management decisions and empowering them by increasing trust. The process is ongoing. Centralised management traditions are still persistent. Educational institutions, though becoming more autonomous, need greater assistance, and a system for accountability of schools and their founders for students’ academic achievements is still a matter of discussion.

CHAPTER 3: GOVERNANCE OF RESOURCE USE IN SCHOOLS

This chapter is concerned with how resources are governed within the school system. It focuses on the level of resources for education, sources of revenue for education, planning of resource use, policies to improve effectiveness of resource use and the main challenges in these areas.

3.1 Level of resources and policy concerns

In 2013, science and education was attributed LTL 5.94 million from the state budget, or 5 % of GDP. Education of ISCED 0–4 level was attributed LTL 3.53 million or 59 % of the total state budget on education.

Table 3.1. Expenditure of Lithuanian state budget on education by level of education (2013) Level of education Expenditure (LTL) % of total expenditure Pre-school education 732 029 12.3 General education 2 499 946 42.1 Vocational education 296 022 5 Higher education 953 010 16.1 Other (non-formal education, etc.) 1 455 966 24.5 Total 5 936 974 100 Data source: MoES

The total amount of funds allocated to education increased consistently until 2009. In 2009, it was the largest during the overall history of the independent state (LTL 6 691 000), also the largest amount in comparison to GDP (7.3 %). In 2010, the educational budget decreased and since then the amount attributed to education has been approximately the same. However, as the economy is gradually recovering, its comparative share in GDP has been decreasing.

Figure 3.1. Financing of education in 2003–2013

Total state budget expenditure on education (milion LTL) Expenditure on education compered to GDP, %

8000 7.3 8

6.2 7 5.2 5.8 5.6 5.8 5.4 5.2 5.0 6000 5.4 5.2 6

4000 4

2000 6691 2

5990

5913

6278

5918

6142

5129

4470 3291

3642 1 3918.5

0 0 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Data source: MoES

Almost the total of the state budget on education is allocated to state and municipal schools. Although private (non-state) schools, like public (state and municipal) schools, receive funding for education from the state budget, fewer students attend private schools. In the academic year 2013–2014, student population in private schools was 2.3 % of the total student population (Table 2.2). Private schools are not attributed any school maintenance funds from the state budget and they have fewer students with special needs (who are allocated additional resources), thus, overall, the financing of such schools amounts to 1.5 % of the state budget on education.

The amount of educational resources attributed to one student in 2008–2012 was between LTL 6 600 – 7 200 per year. The smallest amount of resources was attributed to students of general education schools (LTL 5 600 – 6 400) and the largest amount was attributed to children in pre-school education establishments (LTL 8 100 – 7 600).

Figure 3.2. State and municipal budget expenditure per student (LTL, thousand)

2005 2008 2009 2010 2011 2012 9 8.5 8.1 8 7.6 7.2 6.8 7 6.7 6.6 6.3 6.0 6 5.6

0 Total in education Pre-school education General education Vocational education Higher education

Data source: Statistics Lithuania

Table 3.2. State and municipal budget expenditure per student (LTL, thousand) 2008 2009 2010 2011 2012 Total in education 6 700 7 200 6 900 7 100 6 600 Pre-school education 8 100 8 500 7 900 8 100 7 600 General education 5 600 6 400 6 000 6 400 6 300 Vocational training 7 200 6 800 6 100 6 700 6 800 Higher education studies 8 500 8 100 8 200 7 700 6 000

Data source: Statistics Lithuania

In comparison to funding per student in other European states, Lithuania is among the countries with the lowest funding per student, which is twice below the average of European states.

The evaluation of expenditure fluctuation trends per student may be measured in Litas (LTL) or in PPS. In Litas, the largest amount of LTL 8 500 was attributed to children in early childhood education in 2009, with only LTL 6 400 in general education and LTL 6 800 in vocational training. In 2012, the previous level of financing was only maintained in vocational training. In Lithuanian education the global economic crisis was worst in 2010, when general education and vocational training were attributed the smallest amount of resources. In 2009, measuring in PPS, the expenditure per student was the highest at level ISCED 2–4; however, it decreased at level ISCED 1 (Figure 3.4).

Figure 3.3. Expenditure on public or private educational institutions per student in European states, recalculated by PPS (2010) 18000 ISCED 1, 2011 15000

12000

9000 5823.0

6000 3479.6 3000

Italy

Malta

Spain

Latvia

EU 27 EU

Poland France Austria

Cyprus

Croatia

Finland

Estonia

Belgium Sweden

Bulgaria

Slovakia

Slovenia

Romania

Denmark

Lithuania

Germany

Netherlands

Luxembourg Czech Republic Czech United Kingdom United 18000 ISCED 2–4, 2011 15000 12000

9000 6924.1

6000 3299.7 3000

Italy

Malta

Spain

Latvia

EU 27 EU

Poland France Austria

Cyprus

Croatia

Finland

Estonia

Belgium

Sweden

Bulgaria

Slovakia

Slovenia

Romania

Denmark

Lithuania

Germany

Netherlands

Luxembourg Czech Republic Czech United Kingdom United Data source: Eurostat

Figure 3.4. Annual expenditure on public and private educational institutions per student in primary (ISCED 1) and secondary (ISCED 2–4) education (in PPS)

8000 7000 6000 5000 4000 3000 2000 1000 EU-27 (ISCED 1) Lithuania (ISCED 1) EU-27 (ISCED 2–4) Lithuania (ISCED 2–4) 0 2003 2004 2005 2006 2007 2008 2009 2010 2011

Data source: Eurostat

Differences of expenditure per student related to the learning context are inherent in the methodology of resource allocation, i. e. the student basket (see Appendix 12). According to the methodology, several coefficients are used to calculate finances or compensation (see Appendix 12). Thus, most funds are attributed to rural municipalities with small schools and classes with a large percentage of students from national minorities and students with special educational needs. In small schools of rural municipalities, in which the language of instruction is a national minority language, the cost of education per student may be twice as big as the national average.

In general education, the biggest challenge is the constantly declining number of students and the highly uneven size of schools and classes, which makes it difficult to properly distribute funds based on the student basket. School communities and teacher trade unions find it difficult to understand the actual causes of the 41

lack of funds and usually blame the very idea of the student basket. Based on that, the current Government has included an objective in its programme to phase out the principle of the student basket and to switch to financing according to the number of learner groups (classes). It is politically attractive; however, there is little hope that it would solve the problem of the lack of financing for general education.

The allocation methodology has changed several times since its introduction in 2002. The financing of particular levels of education (e.g. pre-primary, non-formal, and higher education) is also of concern.

At pre-primary level, part-time education (4 hours per day) is funded according to the student basket. Since 2011, when the concept of the pre-school basket was introduced, the coverage of pre-school has increased. However, the amount of state funds per child was reduced. In order to further increase the coverage of early childhood education, full-time education should be financed.

Another sensitive point is the government attempts over the recent years to economise at the expense of education. In 2009, salaries of public sector employees, including teachers, were reduced. The expenditure for non-formal education, school computerisation and curriculum innovations was cut down. Plans of the previous government to introduce the non-formal education basket were abolished on the grounds of the reduced number of students. Respectively, the number of student baskets was reduced.

Several reduction strategies were applied during the period of economic crisis:

 Reduction is proportional to all expenditure, by the same percentage;

 Reduction of such state expenditure which may find opportunities to use the aid of the EU funds;

 Combining several expenditure types; decentralising decisions on specific expenditure; liberalisation of justifiable decisions on resource use (e.g. specific salary rate within the range established by the government, furniture, textbooks, and other learning resources from the same share of the student basket, publication of documents, statistics and other material from the same resources, etc.).

Using resources in a more economical manner helped to avoid double financing and led to a revision of priorities and more rational decisions at the local level. However, in some cases, such strategies did not promote the quality of education. For example, after the schools were allowed to decide independently on what share of the student basket may be spent on textbooks and furniture, the purchase of furniture increased. Meanwhile, local publishing of textbooks slowed down, and textbook publishers started facing bankruptcy (the publishing and purchasing of textbooks in Lithuania is based on free market principles).

Similar tendencies may be observed in the reduction of salaries. School staff did not lose jobs, but the salaries went down significantly, however, underperforming teachers were not fired.

3.2 Sources of revenue

Sources of revenue for schools are the following:

 State budget,

 Municipal budgets,

 Other resources (EU structural funds, supporters’ resources accumulated in school funds).

The amount of resources allocated to schools from the state budget is based on the principle of the student basket (see Appendix 12), which means that resources for education are allocated per one conventional student. It is a targeted state grant, which is received and allocated to schools by municipalities. Resources of the student basket may not be re-allocated to other non-educational purposes. The Government establishes 42

the amount of the basket. In addition to the student basket, the state also allocates school maintenance funds to state and municipal schools. However, resources to private schools are allocated by the state only for the purpose of education, but not for school maintenance.

Municipalities as school founders must finance school maintenance needs as prescribed by law. The contribution of local government to schools is not limited. The actual amount of monetary contributions of the municipalities to education and school maintenance is not known by the MoES, thus comparative analyses are not performed. Data on municipal spending on education is only received by the Ministry of Finance.

Parents and other individuals may transfer 2 % of their income tax to a school which may use the extra funding for its purposes in accordance with the Law on Charity and Sponsorship Funds. Some private schools have solidarity funds to which donations from students’ parents and supporters are transferred. Their purpose is to support students from families with financial difficulties. In private schools, parents pay the tuition fee and the fee for additional services. Both fees are established in the agreement between the student and the school. The amount of the fee is defined by the school owner and settled in the agreement.

The EU support may be granted to both public and private schools. The support may be attributed to both educational needs and non-educational needs. The key financing resource for the education system in Lithuania is the state budget. The level of public spending on education in European countries is on average a bit under 50 %, meanwhile in Lithuania it is around 76 %.

Figure 3.5. Distribution of government expenditure on education in European states by initial funding source (2010) 100% 90% Regional and local authority share Central government share 80% 70% 60% 50% 40% 75.8 30% 48.2 20% 10%

Italy

Malta

Spain

Latvia

Ireland

Poland France Austria

Cyprus

Croatia

Iceland

Finland

Estonia

Norway

Belgium

Bulgaria

Portugal

Hungary Slovakia

Slovenia

Romania

Denmark

Germany

Switzerland

LITHUANIA

Netherlands

Liechtenstein

CzechRepublic

UnitedKingdom European Union European

Data source: Eurostat

The share allocated by the central government increases slightly each year. In 2009–2011 following the Eurostat methodology initial funds of the central government increased from 64.8 to 79.1 % of public spending on education, and final funds increased from 32.8 to 41 % (Figure 3.6). Different levels and types of education are financed differently from the budget of the central government. Early childhood education is allocated 38 % of the necessary funds, general education – 76–77 %, vocational training – 99 % (Table 3.3).

Figure 3.6. Initial funds and final funds provided by the central level of government, as % of funds provided by both levels (central and local) of government combined 80 75.8 79.1 Initial funds 70 Final funds 64.8 60

50 40.8 38.6 41.1 41.0 38.8 38.8 36.8 38.8 40 35.2 35.2 35.3 35.3 36.8 36.8 36.9 36.8 32.8 30

0 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Data source: Eurostat

Table 3.3. Percentage of state and municipal funds in financing early childhood education establishments, general education schools and vocational training schools (%) Early childhood education General education Vocational training State Municipal State Municipal State Municipal 2008 7.6 92.4 : : 99.5 0.5 2009 6.4 93.6 : : 99.6 0.4 2010 11.8 88.2 77.2 22.8 99.3 0.7 2011 38.1 61.9 76.1 23.9 99.3 0.7 2012 38.4 61.6 76.6 23.4 99.1 0.9 : No data available Data source: Statistics Lithuania

The contribution of parents to the financing of education is minor. In 2012, in pre-school education it accounted for 14.5 % of the total amount of school financing, in general education 2 %, in vocational training 1 %. The support from other resources (business, philanthropists) is also scarce. The data on such support is assessed in combination with that of foreign natural or legal persons (see Table 3.4).

Altogether, in pre-school education other resources make 2 %, in general education 3.2 %, and in vocational training 22.8 % of the school funding and income.

Table 3.4. Distribution of funds and income of schools, by source of income (2012) General Households Other national natural Foreign natural or government (nationals) or legal persons legal persons Pre-school 83.5 14.5 0.9 1.1 establishments General education 94.8 2 1.1 2.1 schools Vocational schools 76.2 1 5.5 17.3 Data source: Statistics Lithuania

Contributions in cash to state schools are not promoted; they must not be compulsory and are not official. Data on parents’ voluntary support for schools is not collected.

3.3 Planning of resource use

The Lithuanian society is highly segmented, therefore, the opinions on educational needs are diverse, and the opinions of politicians, business people, and parent associations are not always the same. Nowadays some politicians focus on education aimed at reducing emigration, increasing civic awareness, and solidarity; promoting education in national minority languages. Politicians put increased emphasis on the overall qualification of school principals, whereas the issues of teacher education and professional development is currently out of politicians’ interests.

The educational community becomes increasingly interested in general interdisciplinary competences, such as entrepreneurship, financial literacy, creativity, innovative and creative thinking, learning and cognitive skills, experiential teaching and learning. There is increased public attention to results of international surveys on student achievements and respective competencies of students.

The society and media express concern about the availability of state early childhood education establishments, i.e. shortage of kindergartens in larger cities. In rural areas, financial support for socially disadvantaged families with young children is insufficient. The growing public concern for general education is also reflected in the media. It seems that the availability of education is not a problem; however, the quality of education is insufficient and varies between schools.

Employers raise questions on the topicality and quality of vocational training, even though it is not of much interest to the society. To meet these needs, new targeted projects are implemented with the support of the EU funds, and new learning resources are established, including virtual ones. New organisational forms are applied involving more extensive communication outside the school, such as meetings of professionals with students, visits to business enterprises, etc. Special training for school heads, candidates to the office of the school principal, teachers, all potential leaders, and heads of education institutions are organised. In addition, Educational Leadership master’s degree programme has been established, consultants are being trained, etc.

These measures have not had any major effect on school financing. The main financing source (the student basket) in times of crisis has become the only source of survival for the schools, although only minimal educational needs are satisfied with such funding. Discussions are held on other possible financing mechanisms to improve the quality of education. Schemes are being designed according to which schools could receive financial and advisory support for individual or joint projects for the development of several schools. Currently, most educational projects are financed or intended to be financed from the EU structural funds.

The number of students decreases each year. Over the period 2002–2013 it decreased by 35 percentage points and the number of 7–18 year-old residents decreased by 40 percentage points (see Figure 3.7). Even though the birth rate during the past four years was stable, the total number of students will be decreasing, as the number of children aged 1–4 is lower than the current number of young people aged 14–18 (Figure 3.8). This causes constant tension in the education system, because schools are shrinking, student educational costs are increasing, and the optimisation of the school network is a constant subject of discussion.

The decrease in the student population is a crucial issue not only in specific regions, but in all rural areas of the country. Figure 3.8 shows, that the number of children in the age group of pre-school childhood education (7–11 years old) is currently the smallest population group. In the near future, this low ‘population wave’ will come to the general education school.

Comparing general education schools and vocational training schools, the student decrease is more evident in general education schools. While the number of students in general education schools has steadily decreased,

the number of students in vocational schools has fluctuated with periodic, minor increases or decreases over the last 13 years.

Figure 3.7. Number of residents of school age (7–18 years) and number of students of ISCED 1–4 levels in 2002–2013

700000 647476 Number of residents aged 7–18 600000 Number of students ISCED 1–4

500000 624427 418671 400000

300000 377138 200000

100000

0 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Data source: Statistics Lithuania

Figure 3.8. Number of children and young people by age group (2013)

50000

40000

30000

20000

10000

0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Age in years Data source: Statistics Lithuania

Figure 3.9. Trends in student numbers in general education schools and vocational training schools (2000–2013)

In general education schools In vocational schools

700000

603824

602419

594313 583063

600000 563107

538541

514622 489442

500000 464638

440504

415873 392922 400000 373874

300000

200000

49489

47886

47005

46530

46344 46334

45382

45057

44797

44441 44403 43880 100000 43818

2010 2011 2012 2001 2002 2003 2004 2005 2006 2007 2008 2009 2013

– – – – – – – – – – – – –

2009 2010 2011 2001 2002 2003 2004 2005 2006 2007 2008 2012 2000 Data source: Statistics Lithuania 46

The responsibility for distribution and use of educational resources is shared as follows:

 The Finance Department at the MoES is responsible for resource allocation to political priorities, allocation among education levels, and setting up budgeting and accounting systems.

 Monitoring of resource use is performed via EMIS, municipal reports on the status of education produced by the Education Quality and Regional Policy Department at the MoES, in addition to general national statistics.

 Management of teaching staff at the national level is not attributed to any individual department, thus different departments of the MoES are involved in it.

 School management and leadership is under the responsibility of the Education Quality and Regional Policy Department at the MoES, NASE, and partly, of the Bureau of Strategic Programmes at the MoES.

 The infrastructure of the education system is under the responsibility of the Education Organisation Division at the MoES.

 Issues on resources are discussed with stakeholders by the Finance Department and Education Quality and Regional Policy Department at the MoES. They are also responsible for setting up relationships with contractors and vendors.

At the national level, assessment of effectiveness is based on the National Education Monitoring indicators, e. g. the number of students per one qualified teacher complement (in units), average number of students in a class / group (in units), qualified teachers and administrative staff ratio (%), which are provided via EMIS. The system also includes more detailed indicators which may be used by school founders and school heads for evaluation of economic factors, such as average school area per single student, heating costs, etc.

Various indicators are applied at the national and municipal levels for evaluating the efficiency of education: percentage of students of at least level 3 in OECD PISA research, graduation and drop-out rate, and employment rate of higher education graduates.

In general education, the specific role of economic regulation is performed by the student basket methodology (see Appendix 12) which includes recommendations on the amount of funding to be allocated. The methodology has an impact on the size of classes and student-teacher ratio. The compliance to these norms is inspected by the National Audit Office of Lithuania. Attempts are made to develop municipal education dashboard based on data from the EMIS, which would also include effectiveness and economic indicators.

Planning the amount of resources to be allocated involves consultations with school principals and founders, and sometimes focused research. However, the total sum allocated for education usually depends not on the school needs, but on the availability of funding and necessity to save. To compensate for the lack of resources for quality improvement, various incentives for schools have been planned: competition of progressive schools, the idea of ‘quality basket’, Time for Leaders project which promotes initiative, creativity and innovation, and projects by EMIS for school monitoring and self-analysis.

National schools may share information and best practices, find comparative data via EMIS, portal e-school, portals of different projects and on the website of the NASE. Moreover, the MoES arranges discussions and education leadership forums which include sharing of such experience if participants decide to.

Specific methods for benchmarking and for the adoption of best practices in resource use are not applied at the national level. However, municipalities may choose to do so.

3.4 Implementation of policies to improve the effectiveness of resource use

School policy is defined by different management levels: from the Seimas / Parliament to the local community. When it comes to establishing priorities, the tension increases between various interest groups: politicians representing different political parties and management levels, officers, parents, teacher trade unions, school communities or employers. The major fields of disagreement are: strategic education directions; financing principles; student assessment; salaries of teachers, executives and other staff; school structure; and the optimisation of the network of the educational institutions.

To solve the disagreements, public consultations and discussions are organised during which a consensus of all interested parties is sought. Information on draft solutions is publicised on the internet and the general public is invited to give feedback.

In general, experimenting with or piloting of various political proposals is not mandatory and is not common practice; however, recently the following proposals have been piloted: Remuneration of teaching staff positions; non-formal education basket; Internal and external evaluation of school performance. Information on the results of piloting, including strengths and weaknesses, is provided in public reports.

Information on education efficiency is provided to stakeholders via EMIS, national and regional reports on education status and analysis of education policy problems. Schools place their performance reports on the internet, and are held accountable to school and local communities in the annual accounting meeting.

3.5 Main challenges

 In Lithuania there is universal enrolment for children and young people aged 7–18 and 60 % of the typical age cohort is in higher education. There is a strong political will to increase the enrolment of younger children in early childhood education, but the GDP and state possibilities to finance it are rather low. The tension arises between the claim for the universality of education and the actual possibilities to ensure its quality. This is relevant for all levels of education.

 Discussions have been held on the introduction of the ‘pre-school basket’ to ensure full-time education at pre-school level. In pre-school and pre-primary education the child basket only finances four hours of education per day (20 hours per week). The remaining time is financed by municipal budgets. Currently, the financing of eight hours per day (40 hours per week) from the child basket is being considered. Resources for part-time education are collected in the state budget from municipal budgets and re- allocated to public pre-school institutions. Such financing procedure has been favourable for those municipalities which collect little tax and have low budget, but which have many pre-school children. However, discussions on introducing the basket principle for pre-school and pre-primary education have been put aside because of the need for additional funds.

 The biggest challenge for educational institutions is the declining number of students. Depending on the geographical location and size of schools, their funding is uneven. The student basket principle needs constant revision to help small schools in small rural communities with low population survive. To keep schools in rural areas, one indicator of the student basket was related to the location and size of the school (see Appendix 12). As the general budget for education is not increased, such principle of financing has to be constantly revised in accordance with the changing data on the network of schools and class size. Moreover, the current Government has included an objective in its programme to substitute ‘the student basket’ with ‘the class basket’. This kind of basket would allow to maintain the existing network of schools. However, it is likely to increase the problems of resource allocation.

 A possibility to introduce ‘the non-formal education basket’ is being discussed. Recently, non-formal child education is financed by the student basket (the current recommended amount is LTL 5 per student per month), school founders and parents. Consideration is given to the application of the student basket

principle for financing non-formal child education by allocating funds not to institutions, but to accredited programmes.The project ‘Development and testing of a financing model for optional child education in municipalities’11 has developed a model for financing non-formal child education. Tests of the model in four municipalities have shown that it has increased both the supply of optional child education services and the willingness to choose them. However, the further trial of such funding module was suspended because of the economic crisis, lack of resources and the change of the government.

 It is difficult to assess the efficiency of financing vocational training, as it is closely linked to the labour market and is rapidly changing. The factors to take into account are professions that are in demand, the most popular schools, requirements for equipment, and greater work-based training.

11 Available online: http://www.upc.smm.lt/projektai/pasirenkamasis/english.php

CHAPTER 4: RESOURCE DISTRIBUTION

This chapter is concerned with how resources are distributed within the school system. It addresses the distribution of resources between the different levels of administration, across resource types, between levels of the school system, between different sectors and between individual schools. It also looks at the distribution of school facilities and materials as well as distribution of teachers, school leaders and resources targeted at specific student groups.

4.1 Distribution of resources between levels of the education administration

Formal education programmes in public (state, municipal) and private schools are financed in accordance with the following principle of allocating educational resources per student: educational resources per student unit form the student basket, the size of which is determined by the Government. This principle is not used for higher education and informal child education programmes which are funded from the state and municipal budgets of the Republic of Lithuania for the relevant year.

The financing allocated for the delivery of pre-school, pre-primary12 and general education curricula consists of:

 the student basket funds: these are intended exclusively for education-related activities and are allocated from the state budget. These are special, targeted state budget grants to municipal budgets that are distributed in accordance with methodologies approved by the Government;

 and school maintenance funds: these are allocated by the institution exercising the rights and responsibilities of the school owner. The majority of school owners in Lithuania are municipal councils, and in this case, maintenance funds are allocated from the municipal budget.

Figure 4.1. Flowchart of educational funds in Lithuania (for general education schools)

Source: Eurydice

Each municipality receives an amount of funds from the student basket, which is calculated on the basis of student units on 1 September of the current year. In accordance with the Methodology for calculating and distributing the student basket funds (the Methodology), the student basket funds are divided into two parts:

12 The student basket is only used for financing four hours of pre-school and pre-primary education per day (20 hours / week). The remaining hours are financed by municipal budgets.

7 %13 are distributed by municipalities; while 93 % are distributed by the schools. The Methodology defines the recommended and minimal amounts of the student basket funds for meeting certain educational needs (Table 4.1). Also, funds for cognitive activities and vocational guidance are combined and schools can decide how much money to allocate to each specific need.

All municipalities are subject to the same student basket calculation formula, and students meeting the same criteria should be given the same amount, irrespective of which municipal school they attend. For factors used to estimate the student basket funds, see Appendix 12.

A bigger student basket is provided for students with special educational needs, migrants and national minority students in multilingual schools, etc. Larger funding goes to municipalities that have relatively more students meeting the said criteria. There are no additional funding mechanisms for certain regions or locations as cases where larger funding is needed are evaluated in the student basket calculation formula.

Table 4.1. Student basket funds: educational needs factors, recommended and required minimum amounts Educational needs financed by the student Educational Recommended amount Required basket needs factors (in PER STUDENT of minimum BMS14 units) student basket funds 1. Funds distributed by MUNICIPALITIES: 1.1. For organising pedagogical psychological 0.0130 LTL 22.8 per year 80 % assistance 1.2. For organising and holding Matriculation 0.0040 LTL 5.8 per year no specified examinations minimum 1.3. For financing vocational modules in 0.0026 LTL 3.8 per year no specified informal education schools minimum 1.4. For financing informal child education 0.0410 LTL 5 per month 50 % programmes 2. Funds distributed by SCHOOLS: 2.1. For coursebooks and other learning tools 0.0478 LTL 70 per year 80 % (LTL 80 per year in national minority schools) 2.2. For cognitive activities and vocational 0.0071 LTL 10.4 per year 40 % guidance of students 2.3. For professional development of teachers 0.0130 LTL 19 per year 40 % and other persons involved in the educational process 2.4. For implementing and using ICT 0.0137 LTL 20 per year 40 % Note: The funds listed under paragraphs 1.2 to 1.4 are allocated to students enrolled in pre-school and pre-primary education programmes to ensure the accessibility of pre-school and pre-primary education and the diversity of pre-school and pre-primary education forms. Source: Methodology for calculating and distributing the student basket funds

13 Nine urban municipalities distribute 6 % of the student basket funds allocated to educational needs while the remaining 94 % are distributed by schools. 14 Basic monthly salary is the size of remuneration set by the Government of the Republic of Lithuania used for calculating salaries of the staff of budgetary institutions: teachers, social workers, librarians, etc. (LTL 122)

Lithuania’s schools lack financial autonomy, because a typical legal form of an educational institution is a budgetary body, which implies that the budget is planned and implemented in accordance with the Law on Budgeting of the Republic of Lithuania (see Chapter 6). At the end of the year, the budget funds in accounts controlled by appropriations managers and subordinate bodies and other entities are returned to the budget (except for unused appropriations for financing specialised programmes and for completing constructions).

4.2 Distribution of financial resources across resource types

In 2012, staff wages made 79.5 % of expenditure in pre-school educational institutions and general education schools (see Table 4.2). Another large share of expenditure (17 %) is the use of goods and services. Expenditure on purchasing tangible and intangible assets is 2.6 %. The distribution of funds by individual categories of expenditure has been changing only slightly during the last 3 years.

Table 4.2. Expenditure in schools by spending category, LTL million 2010 2011 2012 LTL LTL LTL % % % million million million Pre-school educational institution Staff wages and social insurance 493 74.9 511 75 508 73.2 premiums Use of goods and services 150 22.8 152 22.3 176 25.4 Expenditure on purchasing tangible 12 1.8 16 2.3 8 1.2 and intangible assets Total 658 100 681 100 694 100 General education school Staff wages and social insurance 2 362 81.3 2 289 79.8 2 197 81.1 premiums Use of goods and services 401 13.8 442 15.4 404 14.9 Expenditure on purchasing tangible 111 3.8 112 3.9 82 3 and intangible assets Total 2 905 100 2 870 100 2 710 100 Sum of the above data Staff wages and social insurance 2 855 80.1 2 800 78.9 2 705 79.5 premiums Use of goods and services 551 15.5 594 16.7 580 17 Expenditure on purchasing tangible 123 3.5 128 3.6 90 2.6 and intangible assets Total 3 563 100 3 551 100 3 404 100 Source: Statistics Lithuania The use of the student basket funds across its components is presented in Table 4.3. In 2013, the largest share of the funds (95.7 %) is expenditure on wages of teachers, administrative and library staff and specialists providing assistance to students. In 2013, 2 % of the funds were used for coursebooks and other learning tools. 0.6 % of the funds were used for organising pedagogical psychological assistance and for informal education each. The distribution of the student basket funds to individual educational needs during the past year has remained mostly unchanged. 52

Table 4.3. Use of the student basket funds in 2012 and 2013 2012 2013 Use of the student basket across its components LTL LTL % % thousand thousand Wages (with social insurance) in accordance with the educational plan, organising and managing the educational 1 917 739 95.9 1 849 939 95.7 process, library, organising psychological pedagogical, special and social pedagogical assistance Coursebooks and other learning tools 36 904 1.8 37 807 2 Cognitive activities and vocational guidance of students 3 718 0.2 3 791 0.2 Professional development of teachers and other persons 5 365 0.3 5 361 0.3 involved in the educational process Implementing and using ICT 7 384 0.4 7 390 0.4 Organising pedagogical psychological assistance (PPT) 12 870 0.6 12 530 0.6 Organising, holding and assessing school-leaving 2 525 0.1 1 593 0.1 examinations Organising external evaluation of general education schools 510 0 798 0 Financing vocational modules in informal education schools 1 387 0.1 1 776 0.1 Informal education complementing general primary, basic and 12 037 0.6 11 146 0.6 secondary education programmes Total 2 000 439 100 1 932 131 100 Number of students to whom the student basket funds are Students % Students % allocated on 1 September Students of pre-school education programmes 81 188 16.5 87 446 18.2 Students of pre-primary education programmes 24 948 5.1 24 912 5.2 Students of general education programmes 386 859 78.5 368 573 76.6 Total 492 995 100 480 931 100 Source: MoES

In 2013, 76.6 % of the student basket funds were allocated to students in general education, 18.2 % to students in pre-school education, and 5.2 % to students in pre-primary education. A comparison of 2012 and 2013 shows that the number of students in pre-school education increased by 7.7 %, and the number of students in general education decreased by 4.7 %. Thus, the share of the student basket funds allocated to students in pre-school education increased while the share allocated to students in general education decreased.

4.3 Distribution of resources between levels and sectors of the school system

The distribution of education expenditure of the state and municipal budgets by type of educational services and its evolution between 2009 and 2012 are presented in Figure 4.2. The largest share of state and municipal expenditure is attributable to pre-primary and general education, in 2012 – 42.8 % (Table 4.4). Expenditure on pre-school education and also on vocational training has remained almost unchanged between 2009 and 2012, and in 2012 it was 11.7 % and 5.1 % respectively.

Figure 4.2. Educational expenditure of state and municipal budgets by type of educational services, LTL million 6500

6000 339.6 223.3 941.6 576.7 5500 440.8 1039.8 140.2 150.9 5000 401.5 410.3 171.2 Ancillary services and other education- 1189.5 related matters 4500 399.4 Research and development in the 1158.3 1063.6 educational sector 4000 784.9 327.1 Informal child and adult education 3500 301.9 311.4 302.7 Higher education 3000 Vocational training 2500 3005.2 Pre-primary, primary, lower secondary 2000 2680.4 2690.9 2536.7 and upper secondary education Pre-school education 1500

1000

500 696.2 653.9 702.3 696.4 0 2009 2010 2011 2012 Data source: Statistics Lithuania

Expenditure of state and municipal budgets on higher education between 2009 and 2012 decreased, and a comparison of 2009 and 2012 shows that expenditure on higher education dropped by 34 %. Expenditure on research and development in the educational sector also decreased.

Table 4.4. Distribution of educational expenditure of state and municipal budgets (%)

2009 2010 2011 2012 Pre-school education 11.2 11.1 11.2 11.7 Pre-primary, primary, basic and secondary education 48.3 45.3 42.9 42.8 Vocational training 5.3 5.1 5 5.1 Higher education 19.1 19.6 17 13.2 Informal child and adult education 7.1 6.8 6.5 6.7 Research and development in the educational sector 3.6 2.4 2.4 2.9 Ancillary services (meals, accommodation, medical) and other education-related matters (education policy, administration, 5.5 9.8 15 17.5 management) Source: Statistics Lithuania

From 2009 to 2012 expenditure on ancillary services (meals, accommodation, medical) and other education- related matters (education policy, administration, management) increasing dramatically (by 206.2 %). In 2012, 17.5 % of educational expenditure was allocated to ancillary services and other education-related matters.

Funds are allocated to various levels of education (general and vocational) in accordance with methodologies. The financial weight required for each level is not regulated.

4.4 Distribution of resources across individual schools

Regular and systematic distribution of resources across individual schools

Both public and private pre-school, pre-primary and general education schools receive regular funding from the student basket allocation system. Vocational training providers who also implement a basic and/or secondary education programme, also receive funding for their general education programmes from this system. Student basket funds are for education-related activities only (see Table 4.1).

The Methodology for calculating and distributing the student basket funds applies on the national scale (see Appendix 12). The formula used to calculate the funding needs for a general education school is presented here:

Figure 4.3. Calculation of funding needs for educational purposes in a general education school using the student basket methodology

Funds are allocated to schools not according to the actual number of students, but according to the number of conventional students which is calculated by multiplying the actual number of students by the conventional student coefficient established on the basis of a number of factors. For calculation of the conventional student, see Appendix 12, Table 9.

The factors include: the location of the school; student grade; the size of the school; students with special educational needs; migrants studying in general education classes; students studying in a multilingual environment (in a mixed school) (20 % bigger); students studying in the language of a national minority (20 % bigger); students studying in joint classes (15 % or 20 % bigger); specific educational conditions (adults, students in hospitals, students studying at home, etc.).

The size of the student basket significantly varies between urban and rural areas. In rural areas the student basket is bigger as it is calculated on the basis of a lower average number of students in class. Thus, the financing allocated for a municipality with a larger share of students attending rural schools is relatively bigger. The conventional student coefficients may vary between 0.7 and 6.6. The coefficients are constantly revised in order to ensure funding for schools with financial difficulties.

The student basked methodology is also used in initial vocational training. Those vocational training schools whose founder is the MoES receive state funding for the following purposes:

 Vocational training of students. Methodology for calculating these funds is presented in Figure 4.4. The cost of the training hour (which is the key component of this methodology) is established depending on a number of factors (see Appendix 12).

 School maintenance funds. These funds are intended for non-pedagogic staff salaries, building maintenance, etc. The size of these funds should be no less than 450 LT per student per year.

 General education of vocational school students alongside vocational training (methodology for allocating these funds is the same as in general education).

Since the MoES is the founder of the majority of vocational training schools, it could be said that three types of vocational student baskets are currently applied in vocational training.

Figure 4.4. Calculation of funding needs for educational purposes in a vocational training school using the student basket methodology15

Periodic or targeted funding to schools

Additional financing for schools with particular or greater needs is allocated using the EU Structural Funds or via the National Investment Programme. The National Investment Programme is a national investment strategy document earmarking funds for implementing investment projects of state-supported programmes and sources of financing as well as deadlines for implementing investment projects. The Seimas (Parliament) approves a three-year plan for the National Investment Programme in individual investment areas, i. e. the funds allocated to national areas of investment are approved by law. The National Investment Programme 2014–201616 includes investment projects relating to general education schools:

 The programme for providing schools with yellow buses for 2013–2017. Its objective is to increase the effectiveness of the school network reform implemented in municipalities. The MoES annually adopts a decision on the number and size of buses to be purchased.

 The programme for modernization of educational institutions. Its objective is to renovate educational institutions, reduce energy costs in buildings and improve the learning environment and the quality of education. Educational institutions are selected on the following criteria:

15 See: Methodology of calculating vocational training funds per student in formal vocational training. Approved by the decision of the Government of the Republic of Lithuania 2012-07-04, No. 824. 16 Available online: http://www.finmin.lt/finmin.lt/failai/veiklos_kryptys_biudzetas/2014/Visas_2014_biudzetas/1_kng/19_sk.pdf

- Account is taken of Stage I (implemented in 2009–2012 in accordance with the Programme for Upgrading Educational Institutions) and ongoing national projects launched before 2013.

- There must be a general plan of the school network reform approved for 2012–2015 with prospects of school activities envisaged.

- The municipal council must have a decision adopted to cover 20 % of renovation (modernization) costs estimated from the municipal budget funds (in special cases).

- The above clause does not apply to repairing buildings in an emergency condition. 100 % of financing comes from the general appropriations approved for the MoES in the state budget and the National Investment Programme and other funds earmarked for this purpose.

 The programme for renovating sports facilities of educational institutions. The objective of the programme is to renovate sports facilities of educational institutions and to create conditions for engaging all social groups in Lithuania in physical activity and sports. Municipalities select educational institutions in which they propose renovating sports facilities and present them to the MoES. A commission created by the MoES draws up selection criteria on the basis of which a list of sports facilities to be renovated is compiled. Selection criteria for educational institutions to be renovated in 2014–2016 are:

- Sports facilities are used by either more than one educational institution, or at least 400 students, or the community of the municipality.

- The institution is in a municipality where less state funds were allocated per student in 2000–2013.

- Students are active during and after the classes; the institution is actively involved in various sports events and has the best student achievements.

- In 2000–2013 the municipality did not receive funds for renovating sports facilities from the following sources of financing: the National Investment Programme, Norwegian financial mechanisms and the Department of Physical Education and Sports under the Government of the Republic of Lithuania.

 Others: need for computerisation of teacher workplaces, purchase of fixed assets, etc.

4.5 Distribution of school facilities and materials

Organisation of the school network

The school network is developed by increasing the diversity of educational programmes, coordinating current educational programmes, and founding, reorganising, liquidating, reforming and restructuring schools. The following principles are observed:

 The Minister of Education and Science together with municipalities ensures an adequate network of state and municipal vocational training institutions and general education schools for students of the country (region) with special educational needs.

 The municipality must have an optimal network of providers of primary, basic, secondary and informal child and adult curricula which give access to education and exercise the right to study in the state language. State schools where curriculum is implemented in the state language are established in such areas where municipalities fail to ensure the right of a person to study in the state language at pre-school, pre-primary and general education level.

 In areas densely populated with national minorities, if the community requests so, the municipality ensures general education in the minority language or learning of the minority language as a subject.

The school network is developed in accordance with the Rules for establishing a network of schools implementing formal education programmes approved by the Government which:

 stipulate the basic conditions for establishing a network:

- to create conditions for ensuring quality education,

- to enhance its accessibility at a price affordable to the state and municipalities,

- to ensure the diversity of educational programmes;

- to develop the network in a comprehensive manner, i. e. to analyse the needs and the distribution of schools of varying subordination, types, etc. located within a certain area;

- to consider student trips to school, teacher employment and related matters,

- to create conditions for primary school students and students with special needs to attend a school which is close to their place of residence.

 stipulate cases where schools may be joined, secondary schools are reformed, classes are overcrowded, various programmes are implemented, etc.;

 do not set out any principles or requirements to the size and geographical location of schools.

School size – trends and challenges

The size of an institution depends on the school’s goals, location and the curricula it implements. In terms of average size, pre-school education institutions are the smallest, while vocational training institutions are the largest. The size of general education schools varies: the smallest are primary and basic schools, while the largest are pre-gymnasiums and gymnasiums (Figure 4.5).

Between 2009 and 2013 the average number of students in pre-school education institutions increased, while in vocational training institutions the number slightly decreased. The average general education school also decreased in size, but the change in the number of students was different in different types of schools: student number in primary schools remained the same; it declined slightly in basic schools, decreased quite significantly in pre-gymnasiums, and decreased drastically (about one third of school size) in secondary schools.

The changes in the size of general education schools were influenced by the declining number of students in the country and the school network reform which involved changes in the number of schools and also the types of schools: a new type of school – pre-gymnasium – has emerged, and secondary schools are now being transformed into other types. Secondary schools have been shrinking in size, particularly in urban areas, and now the majority of secondary schools are in rural areas.

General education schools and pre-school education institutions located in rural areas are smaller than those in cities, with the average number of students per school differing a few times. The biggest difference (6.6 times) is seen in pre-gymnasiums, as almost all schools of this type (84 pre-gymnasiums) are in urban locations with only two pre-gymnasiums in rural areas. The smallest difference (1.5 times) is among gymnasiums.

Figure 4.5. Trends in average number of students by type of education institution (2009–2010 to 2013–2014)

700 700 650 614 621 609 600 Primary school 600 Pre-school 566 education 497 520 institution 500 500 Pre- General gymnasium 400 education 400 school Basic school 337 300 310 Vocational 211 training 300 310 200 197 Secondary institution 146 146 school 100 200 Gymnasium 127 141 0 100

0 2009 2010 2011 2012 2013

* Not including special, sanatorium and adult schools. Data sources: ITC, Statistics Lithuania

Figure 4.6. Average number of students in pre-school education institutions and general education schools* (by type) in urban and rural areas in 2013

* Not including special, sanatorium and adult schools. Data sources: ITC, Statistics Lithuania

The problem of small schools in rural areas is critical. The data show that over the last five years (between 2008–2009 and 2013–2014), the number of urban schools dropped by 8 %, while the number of rural schools dropped by 22 %.

School network reforms

Even though the school network reform seeks to improve the quality, accessibility and efficiency of education, when rural schools are closed down, communities face particular problems – the distance to school from the student’s home increases, education becomes less accessible, the community loses a centre of education and culture, etc.

To deal with the problem of rural schools, the Government programme focuses on the preservation of small primary schools in rural areas; the establishment of multifunctional centres; safe transportation to school of children or persons with special educational needs; preservation of the existing network of general education schools and the improvement of school funding methodology. This is to be achieved through the following priority measures for implementing the Programme of the Government of the Republic of Lithuania 2012– 2016:

 The Rules for establishing networks of schools implementing formal education programmes and the criteria and the procedure for the accreditation of secondary education programmes are revised regularly and, if necessary, draft amendments are proposed to the Law on Education.

 In 2014–2016, an action plan for enhancing basic schools and pre-gymnasiums will be implemented with a view to improving the quality of primary and basic education, providing targeted comprehensive assistance to schools and encouraging the establishment of schools with multifunctional centres and pre- school and pre-primary groups in general education schools.

 The Programme for providing schools with yellow buses for 2013–2017 is implemented to improve the accessibility of education.

 The Methodology for calculating and distributing the student basket funds has been supplemented so that the distribution of the student basket funds is based on the change in the number of class sets and payment relating to labour relations given the changes in the number of students.

In the course of the reform of general education schools, i. e. when schools are closed or joined or restructured, school resources are redistributed as follows:

 The student basket (educational resources) is redistributed and allocated to schools where students continue to study.

 Maintenance funds of a closed school are distributed among other schools which lack such funds, used for school renovation, student transportation; ore used as maintenance if another institution is established in the closed school, e. g. a multifunctional centre providing informal child education, cultural, social or other services to the local community.

 Where possible, the school staff is offered employment in other schools (however, other schools do not often have vacant positions) or severance pay is paid.

 Learning aids are transferred to other schools.

Normally, students of closed schools continue to study in larger schools, but these larger schools do not receive a bigger amount of educational resources after new students join them, because during the first year after the school closes, its funds are used for severance pay to the school staff who lose their jobs; also for student transportation or for covering student trips by public transport.

Given the significant decline in the overall number of students, the school network reform creates conditions for preserving or even increasing the average number of students in a group or a class. For example, in 2010– 2011 the average number of students in a class was 20.1 students. In 2012–2013 – 20 students. In 2010–2011 in Grades 1 to 4 the average number of students in a class was 17.2, while in 2012–2013 – 17.4. In 2010– 2011 in Grades 11 and 12 and Grades 3 and 4 in the gymnasium (in larger cities) the average number of students in a class was 25.9 and in 2012–2013 – 26.1.

Cooperation among schools

To achieve high quality of education, it is important to ensure school cooperation, exchange of experience and support from some school communities to others. Numerous cooperation opportunities are offered by information and communications technology. The MoES and its branches do not organise targeted activities where schools with extraordinary achievements in certain areas disseminate their good practice among other

school communities with the help of ICT. However, information on examples of good practice is available on the portals administrated by the MoES and its subordinate institutions:

 E-mokykla17 - an education portal providing advice for teachers and inviting them to cooperate;

 Examples of good practice on the website of the EDC18;

 Resources in the freely accessible virtual library Projektas MOBIK 19;

 Education news and latest achievements published on the website of the annual School Exhibition20;

 Initiatives of individual organisations such as Vaizdo Pamokos21.

The majority of these initiatives are one-way, i. e. teachers, school administration, parents and students only receive information through ICT tools without an n opportunity to engage in a dialogue. Moreover, these tools are targeted at an individual teacher or a small group or teachers, and there are few tools intended for the entire school community.

School facilities and materials

School facilities and materials have recently been upgraded by implementing projects using the EU financial support.

In 2007–2013 pre-school and general education school facilities were upgraded by implementing the School Improvement Programme Plus, as part of the EU-funded Operational Programmes for the Development of Human Resources and for Promotion of Cohesion. Projects were carried out under the following measures of the Operational Programme for Promotion of Cohesion: establishment of universal multifunctional centres in rural areas; investment in pre-school education institutions; adaptation and upgrading of technology, natural sciences and arts facilities in general education schools; development of the infrastructure of the network of public libraries in general education institutions; reformation of special schools and establishment of methodology centres; upgrading of facilities of pedagogical psychological services and work environment of special pedagogues, social pedagogues, psychologists and speech therapists working in educational institutions; upgrading of general education schools; development of the infrastructure of private general education schools and public general education schools implementing artistic development programmes.

Information on the funds allocated and used for implementing these measures is given in Table 4.5. As may be seen, for some measures, all or almost all funds allocated were used, while for some other measures, allocated funds were used to a much lesser extent.

In 2012, the network of initial vocational training institutions consisted of 75 vocational training institutions (73 were state institutions). During the programming period of 2007–2013 most of them (about 60 %) received investment in the improvement of facilities and the learning environment (before that, investment was received only under the vocational programme PHARE for 1994–1997). The investments under the Operational Programme for Promotion of Cohesion have helped to upgrade educational facilities for training youth, adults, the unemployed and other stakeholder groups.

17 http://portalas.emokykla.lt/Puslapiai/Bendravimas.aspx 18 http://www.upc.smm.lt/ekspertavimas/biblioteka/biblioteka2.php; http://www.upc.smm.lt/projektai/pkt/tv/mokymai.php 19 http://www.youtube.com/user/ProjektasMOBIK/featured 20 http://www.upc.smm.lt/paroda/medziaga.php 21 http://vaizdopamokos.lt/

Most investments were targeted at the establishment of a network of sectorial practical training centres22. The measure on the development of vocational training facilities received the largest funding as compared to the other measures in vocational training area. Under this measure, 42 sectorial practical training centres are being established in various sectors of economy in various regions of Lithuania. They will have state-of-the- art facilities for hands-on training and modern equipment specifically intended for practical training. Other 21 projects finance vocation technical training facilities in other vocational training institutions creating conditions for the provision of quality services in ensuring basic vocational hands-on training.

Data about the financing of the measures for improving vocational training facilities that are the responsibility of the MoES are presented in Table 4.5.

Table 4.5. Financing of the measures of the Operational Programme for Promotion of Cohesion for improving pre-school and general education and vocational training facilities* Funds paid out Funding Share of funds Measure to project allocated (LTL) absorbed (%) promoters (LTL) Establishment of universal multifunctional centres in 80 649 537 47 277 326 58.6 rural locations Investment in pre-school education institutions 91 725 688 77 763 864 84.8 Adaptation and upgrading of technology, natural 86 450 000 86 450 000 100 sciences and arts facilities in general education schools Development of the infrastructure of the network of 22 440 000 22 426 344 99.9 public libraries in general education institutions Reformation of special schools and establishment of 5 000 000 1 285 408 25.7 methodological centres Upgrading of facilities of pedagogical psychological 35 368 011 34 365 159 97.2 services and work environment of special pedagogues, social pedagogues, psychologists and speech therapists working in educational institutions Upgrading of general education schools 34 200 000 34 199 349 100 Development of the infrastructure of private general 30 220 152 24 571 129 81.3 education schools and public general education schools implementing artistic development programmes Modernisation of adult education institutions 10 071 384 10 068 538 100 Development of vocational training facilities 407 411 154 205 772 115 50.5 *Data of 22 October 2013. Source: Strategic Analysis of the Sectors in the Area of Education and Science. Final report. 9 December 2013

National programmes provide for further investment in school facilities. One of the implementing lines for the objective relating to the improvement of education quality under the target ‘To encourage life-long learning’ of the National Progress Programme 2014–2020 is the upgrading of the infrastructure of educational institutions and educational environment. The ICT implementation was carried out through certain programmes (2000–2004, 2005–2007, and 2008–2012). The current ICT implementation policy is

22 A sectorial practical training centre is a vocational training institution equipped with modern practical training facilities or its independent unit associated with one or several sectors of the Lithuanian economy.

based on the Programme for the development of the information society in Lithuania for 2011–2019 approved by the Government of the Republic of Lithuania. The action plan for the ICT implementation involves strategies and measures on ICT implementation in general education and vocational training. As a result, schools were equipped with new computers, network equipment and software; professional development of teachers was conducted. The largest share of investment went to the implementation of the School Improvement Programme Plus. The projects of this Programme were carried out in 2007–2013 using the support of the EU Structural Funds and the budget of the Republic of Lithuania.

The national project RAIN (broadband IT network in rural areas) was implemented in 2005–2008. Among the project partners were the Ministry of Transport and Communications, the MoES, the Institute of Mathematics and Informatics and the public body ‘Plačiajuostis internetas’. The objective of the project was to ensure broadband data transmission access to all public administration institutions in rural areas. One of the objectives was to ensure the same service to at least 80 % of all educational institutions in rural areas referred to in the Education Strategy of Lithuania (about 330 educational institutions were connected). The project was partially financed by the European Regional Development Fund and its value was about LTL 74 million.

The impact of the ICT use is best assessed through studies. In 2011 Lithuania participated in the European Commission’s study ‘The Survey of Schools: ICT in Education’23, and in 2013 it was involved in the International Computer and Information Literacy Study (ICILS). The results of this study will be published in 2014. Studies are also conducted within completed and ongoing national projects implemented as the School Improvement Programme Plus with the support of the EUSF.

In accordance with the data of the European Commission’s study ‘The Survey of Schools: ICT in Education’ and other data available, Lithuania’s strengths in ICT are as follows:

 students are well equipped with computers: about 20 computers per 100 students;

 more than 60 % of students of Grade 8 use their mobile phones for learning purposes;

 almost all schools (99.8 %) have internet connection;

 many (about 40 %) teacher workplaces are computerised;

 many (about 68 %) teachers have been trained to apply ICT during their lessons;

 the majority (about 80 %) of schools use e-diaries;

 the majority (70 %) of the Lithuanian population between 16 and 24 years of age are capable of performing 5–6 actions online.

The ICT-related weaknesses are:

 few schools (32 %) use virtual learning systems (the average of European countries is 61 %);

 educational information systems are not sufficiently integrated;

 poor motivation of teachers to use ICT;

 Lithuania is among the European countries where schools are relatively poorly equipped with other equipment (e-readers, mobile phones, digital cameras);

23 Information on the study and its results: https://ec.europa.eu/digital-agenda/sites/digital-agenda/files/Lithuania%20country%20profile.pdf

 school founders fail to enable schools to upgrade ICT facilities, have broadband and an intranet;

 schools do not receive sufficient help in implementing and using ICT;

 international studies show inadequate information skills of students;

 the content of the IT curriculum does not meet the current needs of the modern world;

 few students with special educational needs use tools adapted for them.

In the system of general education, the main learning and teaching tool is still a traditional (paper) coursebook. Coursebooks are recommended by the MoES, but schools may also purchase other coursebooks; complementary educational materials and tools may be chosen by the teacher. The MoES finances the publishing of coursebooks of Lithuanian as the state language for students of schools with instruction in national minority languages as well as the designing, adapting and publishing coursebooks for students with special educational needs. Production of general education coursebooks is initiated by private publishers.

Publishers willing to have their coursebooks included in the state-administrated database (http://vadoveliai.emokykla.lt/) must submit the coursebooks for evaluation to the responsible institution (subordinate to the MoES). Coursebooks are evaluated in accordance with the Procedure for evaluating the legal compliance of and providing general education coursebooks and learning tools approved by the MoES and the Procedure for evaluating the content of general education coursebooks approved by the Director of the EDC. Experts appointed by the institution responsible for evaluation write critical reviews assessing the compliance of the coursebook with these requirements:

 coursebook must be intended for attaining academic achievements of a specific content domain, form, integrated course, general curriculum of a subject or a subject module;

 methodology and structure must promote active learning;

 coursebook must be suitable for acquiring knowledge and skills and contain instruments for self- assessment of progress and achievement;

 material must be in line with the democratic values of society and the Lithuanian state and be impartial in respect of gender, age, disability, social status, race, ethnicity, religion or beliefs.

Information on coursebooks approved by experts is available on the MoES database (http://vadoveliai.emokykla.lt/).

As the publishing of coursebooks takes place in accordance with the principle of the free market (the state does not commission them and, except for special cases, does not support the publishing of coursebooks), publishers can produce coursebooks without submitting them for an evaluation. Schools may purchase whatever coursebooks they choose – with or without the expert review. After discussions within the school community, teachers choose coursebooks and submit proposals to the school council for buying them.

The Procedure for evaluating the legal compliance of and providing general education coursebooks and learning tools sets out that coursebooks and other learning tools may be purchased using the student basket funds earmarked for coursebooks and learning tools. Apart from the student basket, funds may be allocated for coursebooks and other learning tools from municipal and state budgets. In 2014, LTL 70 (in national minority schools – LTL 80) in the student basket are earmarked for coursebooks and learning tools for one student. The Law on Education sets out that students in primary, basic and secondary education programmes use coursebooks free of charge.

Currently, designing, publishing and purchasing of coursebooks for schools is a topical issue. Given the reduced funds, the cutback primarily affects the purchasing of coursebooks. With smaller scales of commissioning and pressruns, writing new coursebooks and updating older ones bring losses to publishing houses, so this area of activity is at a halt despite all urges to modernise the curriculum. At the same time, teachers, although encouraged to produce their own materials, often lack skills, time and resources as well as methodological assistance. Solutions to these problems are being explored.

Since 2011, there has been no centralised production and evaluation of vocational training materials. In accordance with the Guidelines for writing, evaluating and publishing of vocational training materials, the Qualifications and Vocational Education and Training Development Centre monitors the production of training materials and publishes their lists on its website (www.kpmpc.lt). Teachers in vocational training institutions may choose vocational training materials to be purchased.

4.6 Distribution of teacher resources

Description of the teaching body

In 2013, pre-school education institutions employed 11 682 pedagogical staff (excluding school leaders), general education schools – 35 522, and vocational training institutions – 3 155 (see Appendix 13).

Tutors and pre-primary pedagogues accounted for 83 % of all pedagogical staff in pre-school institutions. The rest (17 %) of pedagogical staff consists of arts pedagogues, speech therapists, special and social pedagogues, psychologists, etc. Pre-primary pedagogues and teachers in general education schools accounted for 88 % of all pedagogical staff and pedagogical staff providing assistance to students – 12 %. Teachers and vocational teachers accounted for 96.7 % of all pedagogical staff in vocational training institutions. These institutions also employ tutors (3.3 % of all pedagogical staff).

Figure 4.7. Number of pedagogical staff (excluding school leaders) in pre-school education institutions, general education schools and vocational training institutions

50000

39497 38588 38231 36890 40000 35522

30000

20000

11628 11462 11624 11750 11682 10000 3550 3622 3574 3387 3155

0 2009 2010 2011 2012 2013

In pre-school education institutions* In general education schools In vocational training institutions

* Including pre-primary pedagogues in general education schools. Data source: Statistics Lithuania, ITC

In 2009–2013, the total number of pedagogical staff in pre-school education institutions (excluding school leaders) did not change much (increased by 0.5 %), while in general education schools and vocational training institutions it dropped by a tenth. In general education schools the number of teachers decreased, but the number of staff providing assistance to students increased (by a third).

Figure 4.8. Distribution of pedagogical staff (excluding school leaders) by job positions in pre-school education institutions, general education schools and vocational training institutions in 2013

0 5000 10000 15000 20000 25000

Tutor, pre-primary education pedagogue 9695

Pedagogue for artistical education 669

Special pedagogue, social pedagogue 171

Speach terapist 680 institutions* Psychologist 66

Pre-school education Pre-school Other pedagogical staff 401

Pre-primary pedagogue 630

Teacher of Forms 1 to 4 7524

Teacher of Forms 5 to 12 and Forms 1 to 4 in gymnasiums 23109 General

Pedagogical staff providing assistance to students 4259 education schools education Teacher 1012

Teacher of vocational training 2038

training Vocational institutions Tutor 105

* Including pre-primary pedagogues in general education schools. Data source: ITC

More data on the distribution of pedagogical staff by job positions and the changes in their numbers during the recent years is presented in Appendix 13.

Teacher education and recruitment

In Lithuania pedagogical staff of pre-school and general education schools are educated in universities and colleges:

 Pedagogical studies are integrated in undergraduate university or college curricula primarily aiming at training pedagogical staff.

 Pedagogical studies may be integrated in graduate university curricula. As recommended, these studies should give graduates a pedagogical qualification for teaching a second subject or for performing an additional pedagogical role (vocational guidance counsellor, career counsellor, etc.).

 Pedagogical studies may be taken up as an optional module of undergraduate university curricula that do not primarily aim at training pedagogical staff.

 Persons with a higher education seeking to become teachers of a school subject (subjects) or vocational teachers may enrol in pedagogical studies under non-degree study programmes24.

Vocational training institutions employ teachers of general school subjects and vocational teachers. Initial education of vocational teachers is characterised by a consecutive model where pedagogic studies follow the acquisition of a vocational qualification. Vocational teachers without a pedagogical qualification are offered a 120-hour course to acquire pedagogical psychological knowledge, irrespective of their level of education. These courses may be organised by various training institutions and enterprises authorised to provide this service. Moreover, universities offer study programmes for acquiring a pedagogical qualification.

24 More detailed information is available in the encyclopaedia on the European education systems Eurypedia: https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Lithuania:Initial_Education_for_Teachers_Working_in_Early_Childhood_and_Sc hool_Education

With a view to making pedagogical studies more attractive, targeted scholarships are additionally granted to students of pedagogical studies who demonstrate good academic achievements. These scholarships may be granted only to state-funded undergraduate students enrolled in higher education institutions in or after 2010. The amount of the targeted scholarship for pedagogical students is LTL 400 per month. In 2012, LTL 3 681 600 were allocated from the state budget to cover such scholarships, while in 2013 it was LTL 4 920 000.

As of 1 September 2014, the following qualification requirements for teachers approved at the national level came into force: the job position of a teacher in pre-school, pre-primary and general education programmes may be taken up by a person who has higher education (post-secondary education acquired before 2009 or specialised-secondary education acquired before 1995); holds a pedagogical qualification (if the person does not have it, he / she must acquire it within two years following the start of their work as a teacher); and has completed a study programme in a specific school subject / educational programme matching a study programme / pedagogical specialisation module in a school subject, or is treated as a specialist in a school subject/area.

A person with higher or post-secondary education (specialised secondary education acquired before 1995), a pedagogical qualification and at least 15 years of work experience in teaching a specific school subject / area, though having not completed a study programme in the school subject, is treated as a specialist in the school subject / area.

Teachers working in initial vocational training programmes will be subject to the following education, professional and pedagogical qualification requirements: a person has higher or post-secondary education (specialised-secondary education acquired before 1995) and a pedagogical qualification (if not, he/she has duly completed a course in educational psychology); or a person has graduated from a vocational school, has secondary education and 3 years of practical experience in the respective area and has duly completed a course in educational psychology.

Teachers are recruited through a selection procedure. After the publication of a notice on a teacher vacancy in accordance with the procedure lid down by the MoES, candidates must submit the application and required documents. Eligible candidates are then invited for an interview with the school principal that may be joined by up to three representatives of the school council (teachers, parents and students aged 16 years or older) as observers. Having interviewed all the candidates and heard the opinion of experts, the school principal takes a decision and notifies the candidates. An employment contract is concluded with the successful candidate.

To attract teachers (and school leaders) to schools located far from their place of residence, the following incentives are used: the principal may get a salary bonus, and the teachers may get their transportation or accommodation costs covered by the founder of the school.

The programme ‘I Choose to Teach!’ seeks to attract recent university graduates to work at schools. The programme is a business-initiated programme, endorsed by the MoES, and implemented by the public body School Improvement Centre. The programme cycle is two years. After the selection procedure, the programme participants get additional training on the job. They receive professional support throughout the programme, including individual training in pedagogy and leadership, professional development, virtual learning environment and a communication network. In selecting schools for the programme, priority is given to schools in remote areas and regional centres, where at least a third of students are from families eligible for social support. Schools involved in the programme get an expert of a certain subject area with strong motivation to teach, and also benefit from the professional training opportunities for mentors and the administration. Between 2008 and 2011, twenty young professionals joined the programme every year.

The project Development of creativity in Lithuania’s general education schools by adapting and implementing the model of creative partnerships (Creative Partnerships) implemented nationally since 2011 also contributes to the improvement of the quality of education in unattractive remote schools. Creative Partnerships aims at encouraging cooperation of schools and creative practitioners. Schools invite artists, 67

scientists and representatives of other creative professions to become school partners. Practitioners work together with teachers and students engaging them in creative activities and experimentation in an inclusive and stimulating learning environment. Teachers involved in the project are provided with an opportunity of professional development, which is experience-based learning through implementation of a school project in cooperation with creative practitioners. The selection of schools to participate in the project seeks to cover all regions of the country. The project already involves schools from 54 municipalities (out of 60). Priority is given to schools from disadvantaged areas (in accordance with the governmental Programme for the development of regions facing challenges 2011–2013), schools from rural/small town settlements, and schools where the target group is socially vulnerable children or the school community is multinational. The three years of the project have involved 138 schools, about 9 000 students and more than 1 000 teachers.

4.7 Distribution of school leaders

Description of school leadership and school leaders

In 2013, the country’s education and training institutions employed the following numbers of leaders (see Figure 4.9):

- leaders of pre-school education institutions, including principals and deputies for education – 1 094;

- leaders of general education schools, including principals, deputies for education, deputies for non-formal education and heads of education departments – 3 328;

- leaders of vocational training institutions, including principals, deputies for education and deputies for practical training – 154.

Figure 4.9. Number of leaders by job positions in pre-school education institutions, general education schools and vocational training institutions in 2013.

2.000 1.849 Principal 1.800 Deputy principal for education 1.600 Deputy principal for non-formal 1.400 (additional) education 1.166 1.200 Deputy principal for practical training

1.000 Head of education department 800 616 600 478 400 213 200 100 70 73 11 0 Pre-school education institution General education school Vocational training institution

Data source: ITC

The majority (over 60 %) of principals in pre-school education institutions, general education schools and vocational training institutions are between 50 and 64 years old. Principals of pre-school education institutions and vocational training institutions are more or less equally distributed among the age groups of 50 to 54, 55 to 59 and 60 to 64 while most principals in general education schools belong to the age groups of 50 to 54 and 55 to 59. The share of principals younger than 50 years varies between 20 % (in vocational training institutions) and 27.8 % (in general education schools).

Deputy principals are younger. The biggest age groups in pre-school education institutions are those of 50 to 54 and 55 to 59; in general education schools – 45 to 49, 50 to 54, and 55 to 59; and in vocational training institutions the majority of deputy principals fall within the age group of 50 to 54. The share of deputy

principals younger than 50 years varies from 33.3 % (in vocational training institutions) to 48.7 % (in general education schools) (see Figure 4.10).

Figure 4.10. Age distribution (by age groups) of principals and their deputies (%) in pre-school education institutions, general education schools and vocational training institutions in 2013

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Principal 4.2 7.6 11.9 19.0 23.2 21.1 10.1

Deputy principal 6.5 15.5 15.1 21.8 21.3 10.0 3.1

institution

education Pre-school

Principal 3.4 8.6 14.2 25.6 25.7 14.8 6.0 school

General Deputy principal* 11.0 14.4 18.9 20.6 18.3 9.6 2.3 education

Principal 1.4 10.0 7.1 22.9 22.9 21.4 12.9

training Deputy principal 7.1 10.7 11.9 32.1 14.3 16.7 3.6

institution Vocational

25–29 30–34 35–39 40–44 45–49 50–54 55–59 60–64 65 years and older

* And head of an education department. Data source: ITC

Leaders of pre-school education institutions are usually women (male leaders account for 0.3 %); among leaders of general education schools men amount to 19.4 %, and of vocational training institutions – 46.1 %. The share of men working as principals is larger than the share of men working as deputy principals.

Figure 4.11. Gender distribution of principals and their deputies (%) in pre-school education institutions, general education schools and vocational training institutions in 2013 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Principal 99.5 0.5 institution

education Deputy principal 100.0 Pre-school

Principal 60.8 39.2 school General Deputy principal* education 92.3 7.7

Principal 37.1 62.9 training

institution Deputy principal 67.9 32.1 Vocational

Women Men

* And head of an education department. Data source: ITC

In accordance with the ITC’s data, in 2013 almost all leaders of education and training institutions had higher education:

 98.1 % of principals and 98.5 % of deputy principals in pre-school institutions,

 all principals and 99.4 % of deputy principals and heads of departments in general education schools,

 all principals, and 98.8 % of deputy principals in vocational training institutions.

Other leaders had post-secondary education. For data on managerial experience of school principals and deputy principals see Appendix 13, Table 15.

Preparation and selection of school leaders

To become a school principal, one must meet the conditions set at the national level. In accordance with the Qualification requirements for leaders of state and municipal education institutions (except for higher education schools) (2011), the following requirements apply to candidates to the leadership (the principal’s) position of state or municipal schools: higher education or equivalent degree (for principals of pre-school education institutions at least higher non-university education degree; there may be exceptions); pedagogical qualification and certain pedagogical work experience or certain experience in teaching; certain competences in the area of leadership in education institutions and at least one-year experience in leading a group of persons; ability to use information technologies; good command of the Lithuanian language and competence in a foreign language of at least level B1.

A head of a vocational training institution must have three years of professional experience in the sector where a school delivers its vocational training curriculum that corresponds to the 5th or higher qualification level set forth in the Description of the Lithuanian Qualifications Framework.

In accordance with the procedure established by the Minister of Education and Science, the head of a non- formal child education institution must complete a course in pedagogy and psychology, have two years of pedagogical working experience or two years of professional experience that corresponds to the area in which the curriculum is delivered by a non-formal child education institution.

Competences in the area of leadership in education institutions include general competences, e. g. personal efficiency, strategic thinking, ability to learn, communicate, provide information, etc. and management competences, e. g. strategic management of an educational institution, professional development of pedagogical staff, partnership and cooperation, etc.

No specialised management education is required from candidates to positions of school leaders (competences are verified but the means of acquiring them are not regulated). Various opportunities are offered for school leaders to acquire or develop management competences.

Participation in training courses for acquiring management competences is usually voluntary. Candidates for leadership positions or school leaders (principals or their deputies) study in ISCED Level 6 education programmes in management or leadership to obtain the master’s degree (duration of studies is 1.5 to 2 years). Other possibilities include short (10 to 18 hours) or longer (up to 200 hours) professional development courses which may be offered by accredited institutions.

Leaders of state and municipal education institutions are recruited through an open competition. Leaders of private (non-state) schools are appointed, selected and dismissed in accordance with the procedure laid down in the labour legislation. In accordance with the new procedure for recruiting leaders of state and municipal education institutions, the competence of candidates for school leadership positions is evaluated on the basis of criteria which are the same for all, and these criteria are selected by professional personnel specialists and representatives of students, parents and teachers. A candidate for a leadership position in pre-school education institutions, general education schools or vocational training institutions must go through two stages of selection:

 Evaluation of competences – the ability to be the leader of an education institution. The level of competences adequate for managing an education institution entitles the candidate to participate in the competition for a position of the leader of an education institution.

 A competition seeking to select a person who is in the best position to become the leader of a specific education institution. The competition is organised by the founder of the school. 70

The new procedure for recruiting leaders applies only to newly recruited school leaders.

Deputy principals in pre-school education institutions, general education schools and vocational training institutions and heads of structural units are recruited through a competition. The competition is organised by the school. Candidates who meet qualification requirements for the specific position are selected by taking a test (oral or written or both oral and written). Candidates are assessed by an ad hoc candidate selection commission. The successful candidate is the one who completes the selection procedure with the highest score.

4.8 Distribution across specific student groups

In accordance with the Law on Social Assistance to Students (2006), students studying in general education or pre-school education programmes are provided social support: support for purchasing student supplies and free meals. The purchasing of student supplies (including VAT) is supported by allocating the amount of 120 % of the BSB25 per student per calendar year (LTL 156). This support may be provided in cash by transferring the amount directly to the beneficiaries, but student supplies may also be purchased by schools (if a child is exposed to any social risk).

The purchasing of foodstuffs for providing free meals (including VAT) is supported by allocating the amount of 1.2 to 7 % of the BSB. Free meals are provided to students in schools that they attend, irrespective of their place of residence. Cash cannot be paid out to students in lieu of free meals. Social support is covered by the state budget in the form of a targeted grant and other funds. Students are entitled to support for purchasing student supplies and free meals if the average monthly income per cohabitant is less than 1.5 the size of the state-supported income (LTL 525).

Students are also entitled to reduced transport charges in accordance with the Law on Reduced Transport Charges. Lithuania is implementing the Yellow Bus programme for transporting students to school seeking to improve transportation conditions for students living in rural areas and students with special educational needs and to ensure safe transportation of students of reorganised and liquidated schools with a reformed internal structure to other schools nearby.

The formula for calculating the student basket takes into account cases where bigger funding is required for national minority or migrant students. The student basket for students studying in a national minority language is 20 % bigger than the basic student basket, while for migrants it is 30 % bigger than the basic student basket (see Chapter 4.4).

Integration of children with special educational needs in general education schools. Students with special educational needs are educated in all schools providing compulsory general education. In Lithuania practically all general education schools may be referred to as inclusive (except for special schools and sanatorium schools) as they are prepared to accept students with various educational needs. The general curriculum is adapted for students with special needs who are educated together with their other students. The learners with special needs are provided with necessary learning and technical assistance tools. To ensure accessibility, the educational environment is also adapted. Schools have special, pedagogical, psychological and social assistance specialists and organise transportation of these students to school by specially adapted buses. The aim is to integrate children with special educational needs in mainstream education; but there also are special educational institutions. Which are attended by students with serious or extreme disability or certain specific disorder.

25 Basic social benefit (BSB) is an indicator for setting and calculating social security benefits and its size is approved by the Government of the Republic of Lithuania in accordance with the statutory procedure.

In Lithuania extra funding applies to students with special educational needs (the student basket is 35 % bigger than the basic student basket). The MoSSL gives targeted grants supporting non-governmental organisations for organising summer camps and educational activities for parents and other assistance. Early comprehensive assistance is being developed by setting up individual positions in municipalities for providing educational, social and healthcare assistance. Special projects funded with the EU support are implemented: Development of specialised learning tools, Development of educational tools for persons with special needs (Stage II), Reformation of special schools and establishment of methodology centres (four methodology / resource centres are being established).

4.9 Main challenges

 To ensure the management of schools by competent leaders, the procedure for appointing leaders of educational institutions was amended in 2011. A candidate for the leadership position in a specific school must present an evaluation of his/her competences by a state-authorised institution (NASE). On the one hand, this procedure has attracted persons with higher school management competences to schools, but on the other hand, the procedures for evaluating the competences of a candidate for the position of the school leader are time-consuming and stressful. The evaluation of competences of candidates for the position of leaders of educational institutions does not have a clearly regulated procedure for filing appeals. There are no differentiated procedures for evaluating candidates with and without managerial experience. The evaluation of competences is not sufficiently substantiated with an analysis of practical activities of candidates.

 State and municipal budget expenditure in pre-school and general education in 2009–2012 decreased by 15.6 % (see Figure 4.2), and the share of budget expenditure also decreased by 5.5 percentage points. As the number of students in general education is decreasing, the amount of student basket funds allocated to schools is declining. When the state budget was planned for 2014, it was ensured that the student basket funds which are freed because of the decline in student numbers remain in the education system and are earmarked for education. The student basket was increased in 2014.

Table 4.6. Student basket funds in 2009–2014, LTL Year 2009 2010 2011 2012 2013 2014 LTL 3 635 3 310 3 310 3 310 3 310 3 348 Data source: Ministry for Finance

Though the freed funds are allocated for improving the financing of small rural schools and pedagogical psychological services, small schools in rural areas claim that they can hardly survive.

 Organised investment in the quality of education is poor as municipalities tend to invest more in the environment (buildings, buses, computers, etc.) rather than qualifications and dissemination of experience. Investment is very poorly linked with the data of external evaluations, student achievements and other monitoring data in education. To encourage self-improvement of schools, school progress projects will be financed (on project competitions have been approved). The idea is to finance projects based on the conclusions of external evaluation and/or self-evaluation of school activities and other related criteria.

 The drastic decline in the number of students leads to an increase in the number of student vacancies in schools. There is no consensus among various interest groups on what is better: (1) to keep small shrinking schools in rural areas or (2) to close them down and transfer the pupils to bigger schools in towns as well as provide daily transportation services. The second proposal is more economically efficient, however, it involves a number of social problems. So far, the following principle has been applied: a young child should have an opportunity to attend a school closest to his/her home. For reasons of efficiency, instead of keeping half-empty schools, multifunctional centres – which also perform the 72

function of a school – are being established in rural areas. The Government programme is to focus on maintaining small primary schools in rural areas and preserving the existing network of general education schools.

 There is no consensus on the principle of the financing of education. The current principle of the student basket is criticised as some schools cannot survive on the student basket funds and are forced to save at the expense of the quality of education (by decreasing the flexibility of education and paying the lowest possible salaries to teachers). The financing of schools on the basis of the number of class sets (class basket) is considered. However, this principle would cause a decline in the number of classes/class sets and at the same time – in the number of students per teacher, which is already relatively low in Lithuania, compared to the EU level. To avoid the need for large additional funds for education, the procedure for forming classes/class sets would have to be regulated more strictly and precisely.

 Another challenge is ageing teachers. In 2014, the average age of pedagogical staff in general education schools was 46 years (see Appendix 13). There is a general agreement that young teachers should be attracted to schools, however, there is no consensus on how to do it. There is no shortage of teachers in schools, thus, places for novice teachers need to be freed. One of the proposed ways is to offer retirement benefits. The retirement age should be based on the teacher’s working experience, e. g., 30 years of service, but not before the age of 55, should be set. The MoSSL disagree with this proposal, arguing that it would require a significant amount of additional resources. Therefore, no amendments to the Law on State Social Insurance Pensions have been adopted, although a draft was prepared. Apart from this financial aspect, another issue is being discussed, namely, a gradual change of generations. We may face a shortage of young and highly-qualified professionals, if mass retirement of teachers occurs. Currently, due to the surplus of teachers, a decline in the number of individuals that choose to study pedagogy is being observed.

CHAPTER 5: RESOURCE UTILIZATION

This chapter is concerned with how resources are utilised through specific policies and practices, to different priorities and programmes once they have reached different levels of the school system. It addresses the matching of resources to individual student learning needs, the organisation of student learning time, the allocation of teacher resources to students, the organisation of school leadership, the teaching and learning environment within school, the use of school facilities and materials and the organisation of education governance.

5.1 Matching resources to individual student learning needs

Pre-school curriculum groups are formed from children of the same or different age in the following age groups: 0 to 2 years old (nursery school), 3 to 6 years old (kindergarten). The provision of pre-primary education begins in the calendar year when a child turns 6 years of age; or earlier – upon parents’/foster parents’ request, but not before a child reaches the age of 5.

According to the Law on Education, a child starts attending a primary school in the calendar year when he/she turns 7 years of age. In separate cases, if a child who turns 7 in the calendar year needs permanent support of qualified specialists, upon parents’/foster parents’ request, he/she may be educated in a pre-school educational institution or at home for one year, in accordance with the curriculum adapted to his/her special educational needs. Upon parents’/foster parents’ request, the provision of primary education may begin from 6 years of age after the child’s maturity level is evaluated.

A grade is equalled to one school year. Students of the same age study in the same grade (a difference of one year is possible depending on whether a child started school at 6 or 7).

Basic education is provided to students aged between 10/11 and 16/17 in accordance with the six-year basic education curriculum: the first part includes Grades 5–8, and the second part includes Grades 9–10/Grades 1–2 in a gymnasium.

Secondary education is provided to students aged between 17 and 18 in accordance with the two-year secondary education curriculum.

Education of students with special needs draws on the principle of personalised instruction as stated in the Basic Education Curriculum (2008) approved by the MoES.

The EU structural funds support national projects which are aimed at introducing alternative programmes and educational models; establishing groups for students who do not attend lessons; running professional development events for teachers and assistance specialists, etc.

Schools are encouraged to adopt the approach of social emotional learning (SEL) and design their curricula to match their needs and specific situation. The following are the projects implemented with the EU structural funds that help to reduce the numbers of early school leavers:

 More possibilities for choosing a learning pathway for students aged between 14 and 19;

 Alternative education in the educational system;

 Re-engagement in education of early school leavers;

 Strengthening efficiency and quality of assistance to the student;

 Creation of safe environment at school.

Implementation of preventive programmes at schools allow for consistent solution of problems on-site as well as prevention of problems. To this end, schools implement preventive programmes aimed at creating and maintaining a safe educational environment at school.

Educational institutions consider social, pedagogical and psychological assistance to be the most efficient preventive measure. A three-dimensional educational assistance system is now functioning:

 At the school level, a child welfare commission consisting of the representative of the school administration and educational assistance specialists (psychologists, special educational needs teachers, speech therapists, specialists in surdo-pedagogy and typhlo-pedagogy, specialists in social pedagogy and teachers-assistants) observe and consult students and their parents;

 At the municipal level, a pedagogical-psychological service identifies special needs and determines their causes; the educational unit of the municipal administration provides assistance for children/families residing in the municipality;

 At the national level, the legal base of the MoES ensures assistance for municipalities, the National Centre for Special Needs Education and Psychology takes care of the design of learning aids and implements national projects and programmes.

In accordance with the Model of provision of pedagogical and psychological assistance, pedagogical psychological assistance is provided to a student not attending school in the environment that is closest to the child’s home, i. e. at school. Most schools have specialists in social pedagogy who deal with the issue of absence from school. Schools cooperate closely with inspectors for juvenile affairs from the territorial unit and the staff of municipal children’s rights protection units.

Vocational training is modernised by placing a particular emphasis on the flexibility of learning which is achieved through implementation of the Lithuanian Qualifications Framework and a shift towards modular vocational training. Students of vocational training institutions have an opportunity to learn and work, they can modify the vocational training curriculum and prepare independently for assessment. Vocational training institutions are open for early school leavers.

Another way to re-engage early school leavers in education is training of the unemployed which is organised under formal vocational training curricula in vocational training institutions.

Students of youth schools/classes may complete the basic education curriculum within six or seven years and return to a respective grade of the basic school. Pre-vocational training at youth schools is optional.

To address the issue of drop-outs, national programmes were implemented, namely, Child and Youth Socialisation Programme (2004, 2010–2014) and Re-Engagement of Dropouts (2010–2011).

In Lithuania, the share of early school leavers aged between 18 and 24 was quite small in 2012 and amounted to 6.5 %. It was well above the EU27 average standing at 12.8 %. From 2009 to 2012, this indicator declined by 2.2 percentage points.

Differentiated instruction may be applied in grades of basic education in order to reduce differences in achievements, develop talents, apply particular learning strategies or perform specific activities (projects, research, etc.). Differentiation may be applied to a student individually or groups of students which are formed from students with mixed or similar dispositions and interests.

At the basic education stage (from Grade 9 / Grade 1 in the gymnasium), students may choose subject modules or study optional subjects in addition to the mandatory subjects, according to their interests and dispositions. Students choose their further learning path depending on their objectives.

5.2 Organisation of student learning time

School year

In pre-school educational institutions, educational process starts 1 September and ends 31 August. The start and end of curriculum delivery is not compulsory, i. e. the founder may decide whether the school year lasts for 12 months or a shorter period of time. If, for instance, very few children attend pre-school institutions in summer, the founder may temporarily close a few institutions, leaving open only those on duty.

A one-school-year educational process under the primary curriculum lasts for 32 weeks. The school year starts 1 September and ends 1 June. Students study five days a week and have the following holidays: 7 calendar days for autumn holidays, 14 calendar days for winter (Christmas) holidays and 7 calendar days for spring (Easter) holidays. Ten educational days twice per year are provided for additional holidays, and summer holidays last for at least two months.

A one-school-year educational process under the basic education curriculum lasts for 32 weeks in Grade 5, and 35 weeks in Grades 6–10 and Grades 1–2 in the gymnasium. The educational process is organised from 1 September to June; the school year ends on different dates for learners in Grade 5 and in Grades 6–10 (Grades 1–2 in the gymnasium). Students learn five days a week and have yearly autumn, winter (Christmas), spring (Easter) and summer holidays. In Grade 5 learners get additional ten-day holidays (five days twice per school year).

A one-school-year educational process under the secondary curriculum lasts for 34 weeks. The educational process is organised from 1 September to the end of May. Students learn five days a week and have yearly autumn, winter (Christmas), spring (Easter) and summer holidays.

The start and end of the school year for teachers is established in the school’s teaching plan and by agreement between the management and the teachers.

Curriculum

The pre-primary curriculum covers one year (in exceptional cases, two years). The educational period of at least 640 hours is recommended for the delivery of the pre-primary curriculum. It is recommended that student holiday time should correspond to the holiday time established for students in general education.

The primary curriculum (a four-year programme) is allocated 776 hours of instruction per year, and 856 hours at schools where instruction is provided in a national minority language. On average, 24.25 weekly hours of instruction are allocated, and 26.75 hours at schools where instruction is provided in the language of national minorities.

The minimum number of weekly lessons per student is recommended in the lower secondary and upper secondary curricula. The maximum number of lessons is regulated by the hygiene norms for schools and should not exceed seven lessons per day.

The curriculum also recommends time allocations for non-formal education and individual learning needs.

Vocational training curricula are implemented in combination with parts of the basic education curriculum. The two-school-year vocational training curriculum is delivered to persons without basic education as follows: in total, 2 414 hours are allocated for the vocational training curriculum, and 140 hours for non- formal education. 76

Table 5.1. Subjects and number of weekly lessons allocated to them to deliver a primary curriculum from 2011 to 2013 Number of weekly lessons per subject Subjects Primary curriculum Grades 1–2 Grades 3–4 (Grades 1–4) Moral education (religion or ethics) 2 2 4 Lithuanian language (mother tongue) 15 14 29 Foreign language (English, French or 2 4 6 German) Mathematics 9 9 18 Natural sciences 4 4 8 Art and Technologies 4 4 8 Music 4 4 8 Physical Education 5 6 11 Minimum number of compulsory lessons 22 in Grade 1 24 in Grade 3 92 per student 23 in Grade 2 23 in Grade 4 Lessons for meeting students’ educational 5 5 needs Data Source: MoES

Table 5.2. Weekly number of lessons per student Number of lessons in schools with Number of lessons in national Lithuanian as the language of minority schools Grade instruction min max min max Grade 5 26 35 29 35 Grade 6 28 35 32 35 Grade 7 29 35 32 35 Grade 8 30 35 33 35 Grade 9 / gymnasium Grade 1 31 35 33 35 Grade 10 / gymnasium Grade 2 31 35 33 35 Grade 11 / gymnasium Grade 3 28 35 31.5 35 Grade 12 / gymnasium Grade 4 28 35 31.5 35 Data Source: MoES

Working hours

Working hours of pre-school educational institutions vary. In some kindergartens, general education institutions, multifunctional centres, and other institutions the pre-school curriculum may be delivered either for 4 hours or 5–6 hours or 9–10.5 hours or 12 hours per day. Weekly kindergartens work 24 hours a day.

With a view of making the working hours at pre-school educational institutions flexible, early and extended- day pre-school education groups are organised.

Recommendations on Potential Models for Organisation of Pre-School Education were drafted for founders to help them promote the diversity of forms of pre-school education, respond to the needs of the child and the family, and achieve better quality of education.

In the pre-primary education group, educational activities start no earlier than at 8 a.m. Meals and hours of rest are organised for groups where educational activities last longer than 4 hours per day.

Activity areas of pre-primary education include:

 communication activities (native language, state language 4 lessons per week, where instruction is provided in an national minority language);

 arts activities (fine arts, music, dance, theatre);

 educational activities (social, cultural, natural environment, elementary mathematics);

 physical education and health;

 work-related activities (games and basics of work).

All activities are integrated and are allocated at least 700 minutes (20 tariff hours) per week. Other organisational models of different duration may be used, e. g. 1,260 minutes (36 tariff hours) per week.

Educational activities for children in a pre-primary curriculum group constitute an uninterrupted process and is not divided into separate areas/subjects.

In primary education in Grade 1 lessons last for 35 minutes, and in Grades 2–4 for 45 minutes. When a school chooses to give lessons that are shorter than 35 minutes in Grade 1 and shorter than 45 minutes in Grades 2–4, the number of weekly subject lessons is increased respectively. When lessons last for 35 minutes in Grade 1 and 45 minutes in Grades 2–4, the number of lessons may not exceed 5 lessons per day, however, this provision is not applicable to schools where the primary curriculum is delivered in combination with fine arts, music, sports or other special subject curricula as well as schools where instruction is provided in an national minority language; such schools can give additional (1 or 2) weekly lessons.

When the educational process is organised in the form other than a traditional lesson (e. g. a project, didactic game, creative work, etc.), it can be divided into periods of different duration, but one period should not exceed 1 hour and 30 minutes. Educational activities (in formal and non-formal education) may not exceed 6 hours of instruction per day. Time allocated for activities in extended groups is not included in this time. In this case, one break should be at least 30 minutes long and two breaks should be at least 20 minutes long. Duration of other breaks is established by the school. The total time of breaks should be at least one hour per day.

Schools may organise extended day groups for primary students. The working hours are established by the school. In primary education, students are offered additional hours of instruction after lessons. Schools with large numbers of students work in two shifts, with Grades 1 and 4 always working in the first shift and Grades 2 and 3 in the second shift. The working time for shifts is established by the school.

Lessons in schools last for 45 minutes. The times for breaks and lunch breaks are established by the school. Breaks between lessons are usually 10–15 minutes long. The lunch break usually takes place between the

fourth and the fifth lessons and is 20–30 minutes long. The time for lessons and breaks is the same on all weekdays.

Discussions about introducing a longer school year and school day are currently taking place with the aim of providing students with an opportunity to spend more time at school.

5.3 Allocation of teacher resources to students

Class size and teacher-student ratios

To meet the physiological and age-related needs of the child’s daily educational routine in a pre-school educational institution, the number of children up to one year old may not exceed six children in a group, of 1–1.5 year-olds – 10 children in a group, of 1.5–3 year-olds – 15 children in a group, of 3–7 year-olds – 20 children in a group. In groups of different age, from birth to three years old, the number of children may not exceed eight children in a group.

The number of children in a pre-primary education group may not exceed 20. The number of children in a pre-primary group consisting of children from national minority families, where all or some children do not speak Lithuanian but intend to go to Lithuanian schools, may not exceed 15.

A child with special educational needs (e. g. intellectual disorder, hearing or visual impairement, movement/position, behavioural, severe speech or other communication disorders) who is educated in the group by using an inclusive approach is equalled to two children in the group. No more than three students having major or severe special educational needs may be put in one class (regular or joint) in a general education school.

Special pre-school education groups are formed as follows:

 up to 10 children in a group of the visually impaired and of children with severe speech or other communication disorders;

 up to 8 children in a group of children with movement/position disorders;

 up to 6 children in a group of the blind, the deaf, the hearing impaired, of children with intellectual and complex developmental disorders;

 up to 3 children in a group of children with complex developmental disorders (including movement and position).

The maximum number of students in primary education Grades 1–4 is 24.

To implement the basic education curriculum, a class may be divided into temporary/mobile groups for the following subjects: religion and ethics (when students in the same class choose to study different subjects), technologies and IT (depending on the number of workstations in the classroom), foreign languages (when learners in the same class choose to study different languages), and Lithuanian as the state language, when there are at least 21 students in the class.

When the school’s student population is low, grades can be joined. In the basic education curriculum Grades 5–8 and the basic education curriculum for adults, two consecutive grades can be joined: Grades 5 and 6, Grades 6 and 7, Grades 7 and 8. The maximum number of students in a joint class is 18.

Bridging grades/groups are established for students with learning or socialisation problems, or students who choose to continue their learning in a consecutive educational system, but did not study certain subjects, or students who wish to prepare for studies in Grade 11 in the secondary school (Grade 3 in the gymnasium). In 79

the bridging grade or group, students can learn the subjects included in the curriculum for this particular group, i. e. only one subject or subject area, such as languages, natural sciences, social sciences, arts or exact sciences). There should be at least five students in the bridging grade or group.

A student having major special educational needs and studying in a general education school is equalled to two students of the same grade. The maximum established number of learners in the class may be reduced accordingly. No more than three students having major or severe special educational needs may be put in one class (regular or joint) in a general education school.

In the pre-school education group, at least two teachers work simultaneously with children aged 0–1; at least two employees, including one pre-school education tutor or teacher, should work with children aged 1–7. Each group has its service staff. When children are transferred to a higher grade, they have the same tutor or teacher as in the previous year.

In primary grades, students have one teacher generalist who teaches all the subjects. Exceptions are allowed, when the teacher does not have the required qualifications (e. g. teaching a foreign language, teaching dancing, etc.). Usually, the same teacher teaches the same students throughout the four years, from Grade 1 to Grade 4.

Joint grades are established in schools with low student numbers. One primary teacher works with one grade which has a minimum of 10 students; with two grades which together have up to 18 students; with three grades which jointly have up to 15 students. The school’s administration decides which grades are to be joined.

In basic and secondary education, students are taught different subjects by different subject teachers.

From 2005 till 2013 the average number of students per class increased in primary education, but decreased in basic education. The average size of classes in secondary education did not change.

Figure 5.1. Average number of students per class at the primary education level (Grades 1–4) 20 17.8 18.0 17.9 17.9 18.2 18.3 18 16.6 16.4 16.1 16 14 14.5 14.8 14.8 14.7 15.0 15.2 14.2 14.2 14.4 12 9.2 9.7 9.7 9.4 9.6 9.5 10 7.7 7.5 7.4 8 6 4 2 National Urban Rural 0 2005 2006 2007 2008 2009 2010 2011 2012 2013

Source: EMIS

Based on Eurostat data (2012) in Lithuania the average class size in ISCED 1 was 15.2, and it was the lowest in all EU countries (see Appendix 14, Table 16). The average class size in ISCED 2 was 19.8 and it was one of the lowest in all EU countries.

In 2012/2013, on average, there were 10.4 students per teacher in general education schools, and 12.1 students per teacher in vocational training institutions. In 2012 the lowest ratio of students to teachers in ISCED 1–3 among all EU countries was in Lithuania (see Appendix 14, Table 16). In 2000–2012, the average number of students per teacher increased in vocational schools and slightly decreased in general education schools.

Figure 5.2. Average number of students per class at the basic education level (Grades 5–10 or gymnasium Grades 1–2) 25 23.3 22.8 22.1 22.5 22.2 22.0 21.6 21.7 21.2

20 21.1 20.6 20.1 19.7 19.5 19.3 19.0 19.0 18.6 15 14.2 14.1 13.9 13.0 12.7 13.3 13.4 12.9 10 12.2

National Urban Rural 0 2005 2006 2007 2008 2009 2010 2011 2012 2013

Source: EMIS

Figure 5.3. Average number of students per class at the secondary education level (Grades 11–12 or gymnasium Grades 3–4) 30 25.6 25.0 24.8 24.7 25.4 25.4 25.2 25.5 25.4 25 24.7 24.5 24.4 24.6 24.8 24.6 24.3 24.4 24.3 20 20.0 20.5 20.2 19.6 19.4 19.3 19.5 18.9 19.0 15

5 National Urban Rural 0 2005 2006 2007 2008 2009 2010 2011 2012 2013

Source: EMIS

Figure 5.4. Average number of students per teacher

14 12.1 12.5 11.6 11.8 11.8 11.8 11.7 11.7 11.4 11.2 12.3 11.9 12.1 12

10 11.2 11.1 10.9 10.5 10.4 8 9.5 9.6 9.4 9.5 9.4 9.5 9.7 9.6

2 General education school Vocational training institution

2004 2006 2001 2002 2003 2005 2007 2008 2009 2010 2011 2012 2013

– – – – – – – – – – – – –

2003 2005 2000 2001 2002 2004 2006 2007 2008 2009 2010 2011 2012

Source: Statistics Lithuania

Organisation of teachers’ work

A working week of up to 36 hours is established for teachers. This workload consists of the teacher’s contact hours and additional tariff hours.

 Contact hours mean the time during which the teacher works directly with students (lessons, extracurricular lessons, lessons at a non-formal educational institution).

 Additional hours mean the time allocated for indirect work with students (preparation for lessons, marking student papers, work as a class teacher, etc.).

 Contact hours together with breaks between lessons as well as additional hours are called the hours of pedagogical work. The duration of an hour of pedagogical work is 60 minutes.

Teachers are also tariffed for additional responsibilities.

Teachers are entitled to annual summer holidays of 56 calendar days.

The tariff salary is established for teachers (except for teachers of general education subjects at vocational training institutions) for 18 pedagogical working hours per week. For teachers of general education subjects at vocational training schools the number of pedagogical working hours is established per school year. Teacher’s monthly salary is calculated in accordance with the tariff list.

Pursuant to the Law on Education, a teacher is obliged to engage in professional development. A teacher has the right to attend professional development events at least five days per year. A teacher also has the right to a performance evaluation and may acquire a qualification category. Consistent professional development leads to a higher salary and better career opportunities.

The MoES plans the funds for teacher professional development and, together with research institutions, carries out studies of the system of teacher professional development and analyses the demand for professional development events.

The following types of institutions organise teacher professional development:

 methodology centres in schools;

 municipal teacher education centres;

 professional development bodies in higher education institutions.

Teacher professional development events may also be organised by non-governmental organisations or institutions subordinate to the MoES. Municipal education units, regional teacher education centres publish their plans of professional development programmes, seminars and other events.

Services of professional development institutions are provided for a fee. Most professional development events are funded from the state and municipal budgets, and some of them are covered by teachers themselves. The funding for professional development is provided as part of the school’s budget and depends on the number of students at the school.

The Concept on Teachers’ Professional Development (2012) establishes that teacher professional development is funded from the state budget and other sources. Teachers will be allowed to accumulate the funds allocated by the state for their professional development over a few years. A new function (not a position) will be introduced in schools – a professional development consultant – who will assist teachers in making their professional development plan.

A teacher is also entitled to a regular professional development traineeship of up to one year long, every eight years, without losing the salary.

The right to choose areas and forms of improvement by matching them with the needs of the institution and the country, a possibility to pursue a career in management upon acquisition of the required managerial competence as well as overall job-related satisfaction are important stimuli for teacher professional development.

Career structure and compensation

The following qualification categories are established:

 for teachers: a teacher, a senior teacher, a teacher-methodologist and a teacher-expert;

 for specialists of assistance to learners: a specialist of assistance to students, a senior specialist of assistance to students, a specialist-methodologist of assistance to students and a specialist-expert of assistance to students.

A person having acquired higher or advanced vocational education (special secondary education acquired till 1995) and a pedagogue’s qualification (a social pedagogue having the qualification of a social pedagogue or qualifications of a social worker and a pedagogue) is treated as having a qualification category of a teacher or a specialist of assistance to students.

The salary of a teacher, a specialist of assistance to students at state (except for higher education institutions) and municipal schools depends on the teacher’s education, pedagogical experience, qualification category and complexity of activities. The procedure for remuneration to a teacher, a specialist of assistance to students and other educational staff at state (except for higher education institutions) and municipal schools is established by the Government of the Republic of Lithuania.

The coefficients of the monthly tariff pay range from 8.9 to 16.4 depending on a teacher’s education, working experience and qualification category. The tariff pay for teachers is established for 18 pedagogical working hours per week. The coefficient of the tariff pay is established by the head of the institution in agreement with staff representatives. Teacher’s monthly salary is calculated according to the tariff list. The coefficient of the monthly tariff pay ranges from 8.9 to 9.5 basic monthly wages irrespective of the pedagogical experience for teachers without the required education.

The head of school may establish additional tariff hours, without exceeding the fund of salaries approved for the school, for supervision of the dormitory, workshops or other tasks which may not exceed four hours per week.

Teachers of gymnasium Grades 1–4 (or school Grades 9–12), secondary schools (Grades 11–12), vocational schools/centres implementing secondary education curriculum (Grades 11–12), primary grades at Lithuanian schools in Eastern Lithuania (with ten or more students out of whom 50 % do not speak Lithuanian) and youth schools are paid supplements to the tariff pay ranging from 5 % to 20 %. Supplements are paid only for contact hours. The amount of supplements is established by the school founder or an authorised person. The supplement to the tariff pay is awarded by the order of the head of the institution. Supplements are not paid to teachers of Grades 9–10 at gymnasium divisions or branches located in another residential area.

Teachers of international baccalaureate grades are paid supplements to the tariff pay ranging from 5 % to 30 %. Supplements are paid only for contact hours. The amount of supplements is established by the school founder or a person authorised by it.

According to the national statistics, average net salary of both the teachers and public sector employees rose in 2007–2011, but the net salary of public sector employees increased more slowly than the teachers’ salary.

Figure 5.5. Average net monthly salary of teachers and public sector employees, LTL

2500 2189.8 2081.0 2054.1 2000 1784.7

1414.5 1798.0 1769.6 1500 1695.2 1734.9

1372.8 1000

500 Teachers Public sector employees 0 2007 2008 2009 2010 2011

Source: Statistics Lithuania

Pursuant to the procedure that is currently effective, teachers record contact hours, i. e. lessons, in registers, whereas the recordkeeping of additional hours is not formalised. One hour tariffed for teachers is additional, not a contact hour. Teachers do not have to report them as lessons. One additional hour (for 18 weekly contact hours) is tariffed for all teachers for one of the following tasks: work planning, event organisation, preparation for events, methodology activities, writing projects and participation in project activities, self- assessment, assessment and administration of school-leaving exams and students’ basic curriculum achievements, coordination of introduction of ICT in a school. Specific tasks for this one hour are established by the school principal in agreement with the Teachers’ Council and staff representatives.

The Education Development Centre is implementing an EU-funded project ‘Development of Teachers’ In- Service Training and Retraining System (Phase II)’. In the course of the project, long-term traineeships for teachers were tested. Pre-school, pre-primary, basic education and vocational training teachers with at least 8 years of pedagogical working experience can participate in traineeships. They can study at a higher education institution and receive a certificate confirming their professional development, completion of a module or a master’s degree; develop methodological aids and write textbooks under supervision of a scientist/researcher; develop and implement educational projects, have a traineeship in other educational, scientific, cultural institutions or business enterprises. Traineeships can take place abroad. Long-term traineeships for teachers are offered, i. e. an opportunity to work in another institution with the aim of enhancing individual professional experience and gaining new competences, without performing any functions at the main workplace, yet having social guarantees, holidays and keeping the main job position, plus receiving a scholarship.

Support staff in schools

Pursuant to the Law on Education, students, their parents/foster parents/guardians, teachers and education providers can be offered education assistance which aims at increased effectiveness of education. The Law on Education ensures psychological assistance; social pedagogical assistance; special pedagogical and special assistance; assistance to the school and the teacher.

The provisions of special education are integrated in the Law on Education. Groups of learners with special educational needs are determined and their special educational needs are divided into minor, moderate, major and severe according to the procedure laid down by the Minister of Education and Science, the Minister of Health, the Minister of Social Security and Labour. Categories of disabilities, disorders and difficulties are distinguished according to the nature and duration (permanent, long-term, temporary) of educational difficulties.

The purpose of assistance to the school and the teacher is to provide informational, expert, consulting and upskilling assistance. Consultations are provided by municipal psychological pedagogical services, social assistance providers, healthcare and law enforcement institutions, professional development institutions, vocational guidance centres, etc.

At schools, vocational guidance and informational assistance of education, psychological, social pedagogical, special pedagogical and special assistance is provided. The following support staff work at schools: special educational needs teachers, psychologists, social pedagogues (see Appendix 13).

Initial evaluation of special educational needs is executed by a Child Welfare Commission. Special educational needs of a student (except those occurring because of exceptional talents) are evaluated from pedagogical, psychological, medical and socio-pedagogical perspectives by a Pedagogical Psychological Service which prescribes special education. The Child Welfare Commission organises and coordinates preventive work, provision of educational assistance, creation of safe environment, adaptation of educational programmes to students with special educational needs, etc.

A school which is unable, for objective reasons, to guarantee psychological, special pedagogical, special or social pedagogical assistance to a student in compulsory education programmes, in agreement with his parents/foster parents/guardians as well as the pedagogical psychological and children’s rights protection services, proposes that the student should move to another school. A pedagogical psychological service recommends a school for the student.

5.4 Organisation of school leadership

School leadership arrangements

Pursuant to the Law on Education, the institution exercising the rights and duties of the owner (or an authorised person) approves the job description of the head of a state educational institution (except for higher education institutions), and appoints and dismisses the head of the institution by competition. Qualification requirements and the procedure of a competition are laid down by the Minister of Education and Science.

In the course of a project implemented under the Programme for Improvement of the School Structure (2006–2009), a new school management structure was created and tested in 26 Lithuanian general education schools, in which four management levels, instead of two, were distinguished: the principal; the deputy principal; the head of the division; the head of the subdivision. This structure approved by the Minister of Education and Science in 2008 is much more flexible and allows for involvement of a larger share of school community representatives into the management of the school; it provides for a possibility to shape the attitudes of community members and involve them in decision making; it allows teachers to pursue a managerial career and creates conditions for emergence of leaders at different levels of school hierarchy and taking responsibility for own decisions.

The responsibility for managing a school is shared by a group of persons depending on their functions defined in their job descriptions or in accordance with the principle of leadership, i. e. certain activities and responsibilities are taken up on a voluntary basis. Schools are headed by a school principal.

School self-governance bodies collegially discuss issues of school activity and funding and, within the scope of their competence as defined in the regulations of the school, adopt decisions, influence decisions of the school principal, perform public supervision of the school’s management. The variety and competence of self-governance bodies of the school as well as the principles of their establishment are legalised by the statutes of the school.

The school council is the school’s highest self-governance body, representing the students, the teachers, the parents/foster parents/guardians and the local community. The school council accounts for its activity to the 85

members of the school community who have elected the school council. Members of the school community may participate in education management and unite into associations, organisations and alliances of various interest groups (students, teachers, parents, schools, education managers) that fulfil tasks and functions for education, culture, scientific research development as set out by their members and provided for in their statutes. Associations, societies and alliances of teachers participate in the shaping of subject content and solving the issues related to teacher professional development.

Organisation of school leader’s work

The school principal:

 directs the drafting of a strategic plan and annual action plans as well as education programmes, approves them and directs their implementation;

 appoints and dismisses teachers and other persons involved in the education process and service personnel/support staff and approves their job descriptions in accordance with the prescribed procedure;

 is responsible for making public the information about the school’s activities;

 ensures communication based on cooperation, observance of teacher ethics, transparency in decision- making, professional development of the teaching and non-teaching staff, a safe environment that prevents violence or intimidation as well as bad habits;

 analyses the state of school resources and is responsible for the school performance;

 performs the functions of the school founder set out in the statutes of the school and the principal’s job description.

The NASE is implementing the project ‘Reinforcement of Quality Management at General Education Schools: Creation of Models’. Training programmes for the development of competences of heads of educational institutions were produced. They build on the list of competences approved by the Minister of Education and Science (2011) and form a cohesive system for the evaluation of competences of candidates to the office of heads of educational institutions; evaluation of practical activities of school principals; training programmes for school principals; and mentorship programme of school principals.

After the evaluation of competences (see Chapter 4.7), depending on whether or not a candidate achieved the established minimum level of competences, training programmes are differentiated. The first programme is intended for candidates who failed to achieve the established minimum level, the second one is aimed at those who achieved the established minimum level, however, have not yet become heads of educational institutions.

Two other programmes may be considered as intended for training school principals. Their target audience is heads who have little or no managerial experience. They are offered (1) a special professional development programme for school principals and deputy principals and (2) personal mentorship of experienced heads of schools.

Every school principal, like every teacher, is entitled to at least 5 working days of professional development per year.

In accordance with the Regulations of Performance Review of Heads of State (except for higher and advanced vocational education) and Municipal Schools, their Deputies for Education, Heads of Departments Organising Education, performance evaluation of heads of schools combines/includes self-evaluation, evaluation oftheoretical knowledge and practical managerial activities.

In Lithuania, the system of head’s performance review, like the system of teacher’s performance review, was intended for creating incentives for professional development: to create possibilities for acquisition of a higher status by linking it with the salary. After the performance review, heads of schools are granted a managerial qualification category 3rd (lowest), 2nd or 1st.

School heads who undergo performance review for the first time must submit certificates confirming their completion of courses in two key subjects – Usage of standard Lithuanian and Basics of school management which are offered following the programmes approved by the Minister of Education and Science. During the first ever performance review, the so-called transferable competences (communication and information management) are evaluated. Communicative competence consists of the following components: the ability to match own knowledge and ideas with the knowledge and ideas of others, the ability to manage public relations in shaping an attractive image of the school and the ability to communicate in at least one foreign/European language. Information management competence is interpreted as the ability to use communication technologies for school management.

The performance review of heads is conducted by commissions formed by school founders and experts in education management. In 2012, performance reviews of 90 % of school principals and around 80 %of their deputies and heads of departments were performed. The share of persons who acquired higher, i. e. 2nd or 1st, managerial categories increased significantly: from 26.5 % in 2008 to 47.6 % in 2012. Although heads undergo performance review, there is no mandatory rotation of heads, therefore, a school can be headed by the same principal until he/she retires. This is one of the reasons behind the current ageing problem of heads (see Chapter 4.7).

Currently, the following five master’s degree study programmes aimed at the development of leadership competences are provided at Lithuanian universities:

 ‘Leadership and change management’ at Mykolas Romeris University (a master’s degree in human resource management);

 ‘Strategic leadership’ at Kaunas University of Technology (a master’s degree in human resource management);

 ‘Education leadership’ at ISM University of Management and Economics (a master’s degree in management);

 ‘Education management and leadership’ at the Lithuanian University of Educational Sciences (a master’s degree in educational sciences);

 ‘Knowledge management and leadership’ at Vilnius University (a master’s degree in information services).

In 2005, the first steps were made to implement the project ‘Time for Leaders’ in Lithuania. In 2009, a tripartite Contract on Funding and Administration of the Plus Project ‘Time for Leaders’26 under the School Improvement Programme was signed by the European Social Fund Agency (ESFA), the ESC and the MoES. The project targets all educational specialists and people interested in leadership in Lithuania: administrative staff in schools, teachers, municipal administrative staff, staff of the MoES and subordinate institutions, university and college teachers, educational counsellors, leaders and participants of municipal education institutions and associations and all young people intending to seek career in the education system. The idea of the project was to create a favourable environment for current and future leaders in education to act, improve and teach others. The objective of the project is to create an infrastructure of support to independent

26 http://www.lyderiulaikas.smm.lt/en/project-implementation

leaders by developing management competences, opening new career opportunities by improving, supporting and freeing the school and empowering the education community and all its members. The project activities develop a market of counselling services sensitive to the needs and abilities of entities in education, promote the decentralisation of management in education and create conditions for the establishment of a uniform and integrated system for developing all-level leadership competences. The project brought together around 18,000 education employees by developing their leadership competences; more than 300 education employees from the national, municipal and school levels were involved in formal and informal leadership studies.

Career structure and compensations

School principals are officials employed under an employment contract. Pursuant to the Description of the Procedure for Remuneration to Employees of Educational Institutions and Pedagogical Staff of Other Establishments (2011) approved by the Minister of Education and Science, the salary coefficient is established for a school principal for 40 working hours per week, including five hours assigned for contact work with students. If a school principal has fewer or no lessons, a certain share of the coefficient of his/her salary is reduced. In certain cases, school principals have more than five contact hours per week, for instance, when other teachers have the maximum permissible number of contact hours and there are uncovered lessons or a school does not have a teacher of a certain subject, etc. (this is typical of small rural schools). In this case, the principal’s working time that constitutes 40 hours is exceeded but the total amount of working time may not exceed 48 hours per week.

Salaries of school principals depend on their qualification, working experience, the size of a school and their performance results. The salary coefficient is established for a principal of a specific school by the institution exercising the rights and duties of the school owner in accordance with the possible coefficients set forth in the Description of the Procedure for Remuneration to Employees of Educational Institutions and Pedagogical Staff of Other Establishments. Taking into account the indicators of annual performance results, the institution exercising the rights and duties of the school owner may allocate the principal a supplement in the amount of up to 0.7 of the salary. Therefore, salaries of the principals of successfully operating schools are higher than salaries of the majority of civil servants or even district mayors.

The Description of the Procedure for Remuneration to Employees of Educational Institutions and Pedagogical Staff of Other Establishments (2011) sets forth that salary coefficient for principals of pre- school educational institutions without managerial qualification categories range from 17.95 to 27.7, and in case of principals with managerial qualification categories, salary coefficients range from 20.65 to 40.2. An exact value of the salary coefficient depends on the number of pre-school and pre-primary education groups, the principal’s managerial category and pedagogical working experience.

Salary coefficients of the principals of general education schools, except for special child education and care homes, sanatorium schools, special schools with dormitories, general education schools having dormitories and exercising care/curatorship, without managerial qualification categories range from 22.55 to 34.95, and in the case of the principals with managerial qualification categories, salary coefficients range from 24.15 to 43.4. An exact value of the salary coefficient depends on the number of students in the school and the principal’s managerial category.

Gymnasium and youth school principals are paid a supplement ranging from 5 % to 20 % of the salary. The amount of the supplement is established by the school founder or its authorised person. Heads of music schools are paid a supplement amounting to 15 % of the salary.

Salary coefficients of the principals of child socialisation, sanatorium schools, special schools with dormitories, general education schools with dormitories and exercising care/curatorship, Vilnius secondary boarding-school ‘Lithuanian Home’, the Lithuanian Pre-school Education Centre for Hearing Impaired Children without managerial qualification categories range from 22.25 to 33.7, and in case of principals with

managerial qualification categories, from 25.15 to 43.4. A working week not exceeding 36 hours is established for principals of such schools. They are entitled to 56 calendar days of annual leave.

Salary coefficients for heads of vocational schools without managerial qualification categories range from 23.75 to 35.65, and in the case of heads with managerial qualification categories, from 26 to 43.4. The above salary coefficients are established for heads provided they teach 5 contact hours of general education subjects per week or 200 contact hours of vocational training subjects per school.

Salary coefficients of all general education and vocational training school principals include a salary for preparation for lessons and checking homework.

Principals of pre-school educational institutions are obliged to be involved in group pedagogical work for 3 hours a day, on average, when there are 1 to 3 pre-school and pre-primary education groups in the institution.

A supplement to the salary amounting to one basic monthly wage may be established for principals with a research degree or pedagogical/scientific title by the founder or its authorised person. Principals who were not awarded a managerial qualification category but have a master’s degree may be given a supplement to the salary amounting to 0.5 of the basic monthly wage.

The activities of school leaders are multifaceted and depend on their formal and informal duties. The powers of deputy school principals are set forth in the regulations of a specific school and job descriptions. Powers of informal leaders (chairs of various councils, clubs) may vary in different schools; they may be defined taking into account the needs of the school community.

The extent to which the school community is involved in the above activities depends on personal qualities and dispositions of an individual school principal, his/her leadership competences, the context of activities and the school’s culture.

5.5 Teaching and learning environment within school

Organisation of learning

The school’s education content is implemented in accordance with the General Curricula for Primary and Basic Education (2008) and General Curricula for Secondary Education (2011), General Teaching Plans, the Description of the Procedure for Organisation of Forms of Learning and Teaching under Formal Education Programmes (Except for Higher Education Study Programmes) (2012). The school’s education content is shaped through selection and adaptation of the curriculum to the aims of the school, the values of society, specific educational/learning needs of students, and taking into consideration the teaching funds allocated to the school.

Evaluation and school development

At pre-school and general education institutions, evaluation is carried out at the school level (self-evaluation and external evaluation) and at the level of an individual (performance evaluation of teachers and school principals)

The self-evaluation process at schools is governed by the Law on Education. A document that describes the self-evaluation process in greater detail is the Recommendations for Self-Evaluation of Quality in General Education Schools (2009). It contains recommendations by the NASE, a system of indicators and 11 alternative methods of self-evaluation; schools are also encouraged to create their own methodologies. The areas of self-evaluation are selected by the school council which analyses the results of self-evaluation and takes decisions on further improvement.

In 2010/2011, self-evaluation data was submitted by 87.5 % of Lithuanian general education schools; in 2011/2012 – 90 %; in 2012/2013 – 66.9 %. Schools indicate that they use self-evaluation data for planning and development.

The effectiveness of self-evaluation can be measured on the basis of the results of an external evaluation. Such analysis was performed in 2013, when the results of external evaluation in 113 schools conducted in 2012 were analysed.

The conclusions of the analysis are:

School performance is rated as very good and good in nearly one third of schools; as satisfactory in nearly two thirds of schools and unsatisfactory in a few schools.

 Performance of secondary schools receive the lowest evaluation – satisfactory or poor.

 The use of self-evaluation data for planning and improvement of schools’ performance remains an issue;

 The principal’s attitude to self-evaluation is one of the major aspects that stimulates further actions, such as engagement of the community, improvement of teacher competences, etc.

 Some schools, where the heads are interested in the efficiency of self-evaluation, understand its meaning and benefit, use self-evaluation as a possibility to bring the community together, reflect on the school’s activities, use the obtained data for the improvement of everyday activities and strategic planning. Such schools announced that they made progress already in 2012.

Schools draw two-to-five-year strategic plans in order to ensure efficient management of school activities; bring the community together to deal with important issues; determine how the requirements for the school’s activities will be observed; choose the right directions and priorities; and plan changes. School strategic plans are drawn in accordance with the Methodology for Strategic Planning and approved by the institution exercising the rights and duties of the owner (usually the municipality). The implementation of the strategic plan is supervised by working groups established by the order of the school principal. At the end of the school year, the implementation of the annual plan is analysed, recommendations are provided to the working group drafting the annual action plan. The strategic plan implementation monitoring group presents the results of monitoring to the school community and publishes them on the school website. The school community express their opinion, provide proposals on how to realise the strategic goals more efficiently and use the funds more appropriately. The group for planning of the school’s annual activities drafts an annual action plan by identifying specific measures and deadlines for the achievement of strategic goals after analysing the report and recommendations of the strategic plan implementation monitoring group as well as proposals of the school community.

Well-being and outreach to the school community

The Law on Education and the United Nations Convention on the Rights of the Child define the child’s main needs for a healthy, safe life and development, set international obligations of the state as to how the state intends to ensure the child’s welfare and right to a happy childhood and life. The following political measures are provided for in the Programme of the Government of the Republic of Lithuania for 2012–2016:

 Approval of the Action Plan that provides for better accessibility of inclusive education, provision of quality education assistance to children with special needs and their families, greater inclusion of drop- outs or early school leavers, development of the usage of sign language, etc.

 Approval of the Action Plan for Improvement of Funding of Non-Formal Child Education and its implementation.

 Preparation of special preventive non-formal education programmes for safe school that improve children’s health as well as social and emotional resilience and implement them.

 Approval and implementation of the Action Plan for Child and Youth Socialisation covering the organisation of summer recreation, reorganisation of socialisation centres and other activities. (In 2013, 11 stationary children’s summer recreation camps were supported with EU funds, i. e. they were allocated LTL 1 million. More than 5,000 children participated in the camps. 30 % of the total price of the camp was covered with the EU funds, camping was free of charge for socially supported children (i. e. 10 % of children).

The safety and welfare policy is implemented in schools through the programmes that are integrated in the general education curricula, formal and non-formal education, extracurricular classes, events, optional subjects or other ways. The programmes are: the Programme on Prevention of the Consumption of Alcohol, Tobacco and Other Psychoactive Substances; the General Health Programme; the General Human Safety Programme; the General Basic Education Programme on Ethnic Culture; the Programme on Preparation for Family and Sexual Education; the Programme on Teaching about the Processes of Information Provision to the Public; and Human Rights for students of general education schools.

Since 2013, the Programme for the Courses in Improvement of Communication with Children drafted in accordance with the Law on Child Minimum and Medium Care, the Description of the Procedure for Implementation of the Obligation to Complete the Courses in Improvement of Communication with Children approved by the Resolution of the Government of the Republic of Lithuania has been introduced in municipalities. In 2013, the MoES trained representatives of child welfare commissions from all municipalities (36 training sessions, 430 participants). In 2014, the training is continued.

The EU-funded project Creation of Safe Environment at School (2012-2013) supported the implementation of the following targeted violence and bullying preventive programmes: Zippy’s Friends, The Second Step, Olweus and Crossroads of Adolescence. Over 550 schools participated in the programmes. At the moment, schools may choose to implement the following targeted violence and bullying prevention programmes:

 At pre-school educational institutions, an early violence prevention programme ‘Zippy’s friends’ (a total of 413 schools participate, 75 schools joined in 2013).

 ‘Apple’s Friends’ (started in 2013, 42 schools participate).

 A violence prevention programme ‘Second Step’ to develop social skills in primary school students (363 schools participate, 42 schools joined in 2013).

 General education schools are suggested implementing Olweus, one of the most effective violence prevention programmes in the world (169 schools participate, more than 60 schools joined in 2013) and other programmes. In the schools involved in the Olweus programme, the level of bullying decreased from 30.3 (in 2008) to 18.6 % (in 2012) over four years.

The Strategy of State Policy on Child Welfare is focused on inter-institutional cooperation in municipalities. The main implementation principles of the Strategy are as follows: priority of the child’s interests, non- discrimination, compliance of the national legal framework with international agreements, ensuring the child’s participation, distribution of responsibility of the family and the state for the child’s welfare, participation and cooperation of all interested institutions and social groups.

The National Centre for Special Needs Education and Psychology together with six partners implements the project ‘Creation of a Safe Environment at School’. In 2012, the project was supplemented with a new action, i. e. the update of software for the information system of children who do not attend school, which is implemented in cooperation with the ITC.

A public organisation ‘Save the Children’ implemented a project ‘School For Parents And Educators’ aimed at creating a more sustainable cooperation and promotion of tolerance among members of the school community, creation of safe environment for children where they can learn and develop.

In 2011, child welfare commissions started operating in schools. Their task is to create and maintain a safe and healthy environment and foster mutual relations based on respect. The child welfare commissions unite school staff, parents, local communities and also specialists for provision of education assistance; they organise work with children who need minimum and medium assistance and other activities related to child welfare. The MoES intends to allocate funds for training of members of child welfare commissions at schools in 2014.

Lithuanian Parents’ Forum established in 2005 successfully implemented the project ‘A Harmonious Family, A Sustainable School Community: Lithuania of the Future’ (2012–2013). Since 2012, lectures-discussions ‘Together we can do more!’ have been offered by competent lecturers to school communities all over Lithuania. The primary purpose of these events was to inspire school communities and to identify the most active schools of the country.

Teacher collaboration and professional learning

The project ‘Networks of Learning Schools’ (NLS) implemented by the ESC of the MoES was completed in 2012. The pilot project (2006–2007) under the Programme for Creation of the Model of Learning School Network continued (2009–2012) as the NLS project supported with EU funds. 119 schools were engaged in both projects which served as a tool for the formation of networks of learning schools in the Lithuanian educational community by developing the teachers’ ability to address various issues of the school community.

5.6 Use of school facilities and materials

In accordance with the Law on Management, Use and Disposal of State-owned and Municipal Property27, the owner of a school (e. g. the municipality) is in a position to allow schools rent sport gymnasiums and other premises for short-term ventures such as sport competitions, meetings, seminars, celebrations. The use of school premises is allowed only when they are not in use for school purposes.

Three Strategies for introduction of the information and communication technologies in Lithuanian education were implemented from 2000 to 2012 (2000, 2004, and 2007) (see Chapter 4.5).

5.7 Organisation of education governance

Education administration arrangements

The purpose of education management is defined in the Law on Education which stipulates that management must assure the quality of implementation of the State Education Policy through managerial means, such as monitoring, planning, delegation and distribution of powers and responsibility as well as supervision. Organisation of education management is carried out at three levels: national, municipal and institutional. The function of organisation is very important in the institutional management.

Administration of education management at the national level is carried out by the MoES. There are five departments in the Ministry: the Department of General Education and Vocational Training; the Education

27 The Law on Management Use and Disposal of State-owned and Municipal Property Resolution No. VIII-729 of the Seimas of 12 May 1998 (Official Gazette Valstybės žinios, 1998, No. 54-1492). Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=468562

Quality and Regional Policy Department; the Department of Higher Education, Science and Technology; the Department of European Union Assistance Coordination; the Finance Department (see Appendix 7).

Each department has from two to five divisions. The design and evaluation of curricula are the tasks of the Pre-School and Primary Education Division, the Lower and Upper Secondary Education Division, the Vocational Education and Guidance Division. Supervision services are provided by the Education Organisation Division, the Quality Assurance Division and the Regional Policy Analysis Division. Statistics and analysis are the tasks of the above divisions and 14 institutions subordinate to the MoES (for instance, the ITC, the NEC and others).

Education management at the municipal level is carried out by education units within the municipal administration: departments, divisions, subdivisions. The education unit of the municipal administration may be joined with other structural units. Their structure, regulations of activities are approved and amended by the Municipal Council on the proposal of the head of the administration and on the mayor’s recommendation. The purpose of the education unit is to participate in the shaping of the municipal education policy; carry out public administration of education in municipal educational institutions in accordance with the procedure established by legal acts; supervise activities of other municipal institutions where non-formal education of children and adults and children’s activities are organised.

Three levels of management organisation may be distinguished in the education structure of an institution irrespective of its size: a school principal as the highest level, a deputy principal/head of the department and staff. The powers of the school principal are set forth in the Law on Education (see Chapter 5.4), and management of school is defined in the Regulations of the School which are drafted by the school in accordance with the recommendations prepared by the MoES. The MoES sets forth only the main requirements for organisation of the educational process and shaping of the curriculum. The school may adapt the recommendations flexibly and shape individual education content for a student or a group of students.

Legal acts governing education (see Appendix 15) obligate the school principal to delegate increasingly more rights to the school’s self-governance bodies in considering issues on funding of the school, supervising the management of the school, etc. Various working groups, commissions are set up at schools in order to assist the implementation of the school’s aims.

The criteria and procedure for establishment of the number of positions in institutions and establishments are set forth by the Seimas on the recommendation of the Government. The job descriptions and lists of civil servants are approved as follows: in state and municipal institutions and establishments by heads of state and municipal institutions and establishments. The maximum permissible number of positions of civil servants and employees working under employment contracts and receiving salaries from the state budget in the ministries is approved by the Government.

In the municipal administration, the maximum permissible number of positions of civil servants and employees working under employment contracts and receiving salaries from the state budget is approved and amended by the Municipal Council on the proposal of the head of the administration and on the recommendation of the mayor, and job descriptions are approved by the head of the municipal administration. The list of positions of civil servants in an education unit is compiled taking into consideration the complexity of assigned functions, the number of teaching staff at municipal schools and education assistance institutions as well as allocated appropriations. At the municipal level, an education unit consists of 2 to 24 people.

The number of administrative staff at educational institutions changes: as the number of students decreases, the number of a school’s administrative staff should go down as well. If the number of administrative staff changes more slowly than the number of students, a misbalance in the funds of the student basket used for education and school management occurs. The ratio of students and the school management shows the degree of the risk which the school faces with regard to budget funding. 93

On average, the number of students per member of administrative staff decreased by 12 (9 %) in the municipalities from 2008 to 2012: at rural schools by 3 students, at urban schools by 21 students. The student-staff ratio increased only in eleven (18.3 %) municipalities. In the period concerned, the relative number of administrative staff decreased at rural schools of 15 municipalities (25 percent) and urban schools of 7 municipalities (11.7 %).

The following positions of civil servants are distinguished: career civil servants, civil servants of political (personal) confidence, public managers and statutory civil servants. There are three grades of positions of civil servants; therefore, education of administrative staff differs:

 Category A includes positions where higher university or equivalent education is obligatory;

 Category B includes positions where at least higher non-university or advanced vocational education or special secondary education acquired by 1995 is obligatory;

 Category C includes positions where at least secondary education and a professional qualification are obligatory.

Requirements for civil servants are laid down in the orders of the Minister of the Interior.

The Civil Service Department tests generic competences of civil servants. Generic competences are tested in the major cities at a certain time. Individuals who took the test receive an evaluation stating that they are suitable or unsuitable to work in the civil service, and, consequently, suitable or not to participate in specific competitions.

The requirements for heads of educational institutions are described in Chapter 4.7. According to the ITC, in 2012, 100 % of the country’s school principals (in 2008, 99.8 %) and 99.6 % of deputy principals for education (in 2008, 98.9 %) had higher education. Over 98 % of school principals had the qualification of a pedagogue. The share of municipalities where all school principals had the qualification of a pedagogue increased from 68.3 % to 81.7 %. The share of school principals who also work as teachers decreased from 53.1 % to 46.3 % from 2008 to 2012.

A head of an education unit and education specialists are employed and dismissed in accordance with the procedure established by the Law on Public Service taking into account the qualification requirements for heads and specialists of education units established by the Minister of Education and Science.

Since decisions made by public authorities are very important, and the public requires increasingly more from the employees of this system in terms of professionalism, responsibility, publication of information on their activities, etc., initiatives are made to improve the qualification, competences and abilities of the administrative staff in education.

Since 2008, the control of professional development institutions and their responsibility has been tightened and a better quality of training services for civil servants has been ensured by the Procedure for Approval of Institutions Providing Professional Development Services to Civil Servants established by the Civil Service Department under the Ministry of the Interior. Civil servants may be trained only at institutions that have experience in educational activities, a skilled staff and suitable training facilities in terms of materials and technologies.

The Civil Service Department implements the following projects with the EU funds and the budget of the Republic of Lithuania: ‘Improvement of the selection system of civil servants’; ‘Improvement of performance of state and municipal institutions and establishments, human resources administration services’; ‘Analysis of competences prerequisite in the civil service and a catalogue of job descriptions of civil servants’ and ‘Modernisation and development of the Register of Civil Servants and the Civil Service Management Information system’. It is expected that they will contribute considerably to the improvement of 94

the selection system of civil servants and the efficiency of performance of human resources administration services.

Heads of education units and education specialists may improve their qualifications with the funds of the state budget or municipal budgets, foundations and other legitimate funds.In 2013, 590 national and regional professionals of educational policy analysis were taught to use the Regional EMIS.

Seeking for competence in school management and leadership, the Procedure for Appointment of Heads of Educational Institutions was amended in 2011. The competence of candidates to the office of school principals is assessed on the basis of the criteria that are the same for everyone, and professional staff recruitment specialists as well as representatives of students, parents and teachers are involved in their selection. A candidate seeking to hold the office of the head of a kindergarten, basic education or vocational training school must have his/her competences verified in the NASE in accordance with the methodology that is the same for all candidates (see Chapter 4.7). The competence level suitable for management entitles the candidate to participate in the competition announced by a specific municipality.

The system of head’s performance review was intended for creating incentives for professional development (see Chapter 5.4).

A professional development programme intended for the development of competences of school principals related to the delivery of the education content was designed and its implementation started. Two hundred school principals were trained in 2013.

Evaluation and assessment procedures

To improve the quality of education, education monitoring, research, self-evaluation of schools and external evaluation, performance reviews of school principals and teachers, evaluation of learning achievements are conducted. The purpose of education supervision is to observe the accessibility and quality of education as well as promote education improvement, provide consultations and evaluate activities.

Pursuant to the Law on Education, supervision of a state school activity is executed by the institution exercising the rights and duties of the owner, supervision of a municipal school is executed by the municipal executive institution, and supervision of a private school is executed by the owner.

External evaluation of school performance is also among the measures for improvement of quality in education. Pursuant to the Law on Education, external evaluation is carried out periodically; it is initiated by the institution exercising the rights and duties of the school owner and it can be engaged where necessary. The Minister of Education and Science lays down the procedure for organising and carrying out external evaluation of activities of schools that implement general education curricula and formal vocational training programmes. The procedure of an external evaluation of activities of non-formal education schools is laid down by the institution implementing the rights and duties of the owner of a state and a municipal school (the meeting of the participants); the said procedure for other schools is laid down by the owner (the meeting of the participants). The most important purpose of an external evaluation of activities of general education schools is to focus on the qualitative change in the activities of a school: propose ways to improve activities of a school, organise constructive discussions aimed at identification of prospects for the improvement of activities of a school. Activities of a school as an organisation are also evaluated, schools conduct self- evaluation of quality of their activities and the system for evaluation of individual persons (school principals and teachers) is in place.

Different methodologies and procedures have been developed for evaluation of quality of activities of a general education school:

 Procedure for an External Evaluation of Quality of Activities of General Education Schools;

 Recommendations for Self-Evaluation of Quality of Activities of General Education Schools;

 Regulations on a Performance Review of School Principals, their Deputies for Education, Heads of Units Organising Education;

 Regulations on a Performance Review of Teachers and Specialists of Assistance to Students, etc.

Quality evaluation results of activities of schools are not used for promotion or sanctioning of teachers. After a successful performance review, a teacher is paid a supplement to the salary.

The NASE organises evaluations of schools, and the function of the analysis of evaluation impact is delegated to school founders.

Research on national student achievements started in 2002. From 2002 to 2005, research was carried out while implementing the School Improvement Programme of the MoES. Since 2006, studies have been continued while implementing the Programme for Implementation of the National Education Strategy. Since 2008, research on student achievements has been regulated by the Description of the Procedure for Conducting Research on Student Achievements.

Since 2011, the NEC has been responsible for conducting national research on student achievements. The NEC produce:

 Research reports;

 Open tests, their assessment instructions and results;

 Open databases of national research on student achievements;

 Presentations of national research on student achievements;

 Analyses of the problems of education.

Standardised tests (Grades 4 and 8) make it possible for schools and teachers assess independently and objectively their students’ learning achievements, collect information on feedback required for the improvement of quality and management of education.

School support structures

The network of state budgetary educational institutions includes the following (see Appendix 8):

 The Qualifications and Vocational Education Development Centre;

 The Lithuanian Centre of Non-Formal Youth Education;

 The National Agency for School Evaluation;

 The National Examination Centre;

 The National Centre for Special Needs Education and Psychology;

 The Education Supply Centre;

 The Centre of Information Technologies in Education;

 The Education Exchanges Support Foundation;

 The Education Development Centre.

5.8 Main Challenges

 Teachers demand a gradual increase in education funding, so that by 2020 Lithuania will have reached at least 6 % of GDP allocated for education as forseen in the National Education Strategy, and which is also recommended by the European Commission, OECD, and UNESCO. Teacher trade unions negotiate for a long-term governmental programme to increase teacher salaries starting in 2015. They also demand guarantees for safe work conditions for teachers.

 There is no agreement on education funding and the principles of calculating teacher workload and salary. The existing principle of the student basket draws a lot of public criticism as the decreasing numbers of students in general education lead to cuts in its budget. Accordingly, in order to survive, schools apply minimum ratios of tariff-based pay.

CHAPTER 6: RESOURCE MANAGEMENT

This chapter discusses how resources are managed at all levels of the school system. It analyses capacity building for resource management, monitoring of resource use, transparency and reporting, incentives to use resources efficiently and main challenges in this area.

6.1 Capacity building for resource management

Description of qualification requirements for principals of state and local educational institutions (excluding higher educational institutions) approved in 2011 states that the head of an educational institution must have the skills of managing the structure, processes and resources of an educational institution, i. e. the ability to create, manage and improve the organisational structure and infrastructure of an educational institution; to implement an effective staff policy ensuring the quality of teaching and learning; to identify the need for resources, their sources and allocation priorities; to draw additional resources and to ensure that all resources are managed and reported in accordance with the laws of the Republic of Lithuania, etc.

Description of Teacher’s Professional Competence (2007) also establishes resource management- related requirements for a teacher: to plan the resources necessary for achieving teaching/learning objectives and to turn the physical classroom space into a safe and efficient learning environment.

Every five years, education bodies of municipal administrations carry out certification and performance evaluation of municipal school principals, deputies and heads of education departments. Resource management skills are among the areas of performance evaluated as part of certification. This certification system is designed to create incentives for professional growth: encourage professional development and provide opportunities to gain a higher status by linking it with the salary. Heads of educational institutions may aim at obtaining managerial qualifications in one of the three categories: 3rd (lowest), 2nd or 1st.

Those willing to acquire or enhance resource management skills can join educational management study programmes offered by five Lithuanian higher educational institutions (see Chapter 5.4). Resource management skills can be regularly upgraded by heads of schools as well as teachers at professional development courses or workshops organised by local educational centres or other in-service training institutions.

In order to build human resource management capacities, study programmes ‘Strategic Management’, ‘Staff Management’ and ‘Leadership Training’ were developed as part of the EU-funded project ‘Time for Leaders’ (see Chapter 5.4). A special module ‘Leadership in human resources management of educational institutions’ aims at developing comprehensive competences necessary for building successful learning communities. When implementing the project, consultants providing advice on strategic planning, management and other relevant topics were trained.

The implementation of the EU-funded project ‘Strengthening quality management in a comprehensive school (model creation)’ brought the following results:

 IQES self-evaluation instruments to assist schools in self-evaluation have been created;

 10 partners for school improvement who can offer advice to the municipality (as founder of schools) and schools on how improve school performance have been identified;

 12 mentors who can offer support to newly appointed school principals have been trained.

In 2014, as part of the project, seminars for candidates to the principals of educational institutions and in- school principals were organised. The seminars focused on the following resource management-related skills:

 ensuring efficient resource use in order to improve the quality of education; drawing additional resources; efficiency and improvement of the structure, processes and safe environment;

 ensuring that all resources are managed and reported in accordance with the laws of the Republic of Lithuania and other legal acts;

 human resource management and staff development.

Lithuania has developed EMIS which collects key data about various areas of education, including human and material resources. This system enables to analyse the current state of human and material resources at the national, municipal or school level and to adopt data-driven decisions. In 2009–2013, the implementation of the project ‘Development of regional education management information systems and improvement of expertise of educational policy analysis specialists’ allowed to upgrade the education information system which now provides more opportunities for quality education monitoring and problem analysis.

Education planning guidelines (2010, 2012) produced by the NASE are intended to help managers in planning educational activity, including human and material resources.

In 2011, the MoES approved Education supply standards to guide schools in creating the material environment appropriate for the implementation of curriculum objectives of pre-school, pre-primary, primary, basic and secondary education institutions.

In 2011, the MoES approved Description of procedure of assessment of compliance of general education textbooks and teaching aids with legislation and their provision. Lists of valid general education textbooks are available on the database of the Education Supply Centre.

In 1993, the Government adopted Resolution for the improvement of the procedure of payment for the staff of budgetary institutions and organisations which provides for the remuneration of staff of budgetary institutions and organisations (including educational institutions) expressed in basic monthly salaries (coefficients).

6.2 Monitoring of resource use

State education monitoring is carried out in accordance with State educational and scientific monitoring procedure and State (strategic) education monitoring indicators which are grouped as follows: educational context; contribution to educational processes or educational outcomes; and education monitoring. The resources needed for the functioning of the education system are reflected in the indicators of contribution to education. They include learner and staff characteristics and material and financial resources.

State education and science monitoring is carried out at the level of state, municipality and educational or research institutions which carry out an ongoing analysis and assessment of the current state of education and science, as well as collect data on pre-school, pre-primary, general, vocational, higher education, adult training, non-formal education for children, and other education activities.

The MoES and its authorised institutions are responsible for the national-level education and science monitoring. National-level education and science monitoring is carried out by the manager of EMIS and other authorised bodies.

The Minister of Education and Science approves the Education and Science Monitoring Coordination Group which consists of the representatives of the MoES and its authorised institutions, the Association of Municipalities of Lithuania, the Lithuanian School Heads Association, and the Science Council of Lithuania.

At the local level, education bodies of municipalities monitor general education of children, youth and adults, vocational training, education of students with special needs, pre-school and pre-primary education, non-formal education, provision of educational assistance, child and youth engagement, and the implementation of child’s minimum care measures. In addition, municipal education bodies carry out supervision of municipal school activities, initiate their periodic assessment, implement preventive measures and apply measures to encourage progress.

Description of qualification requirements for heads and specialists of municipal administration education bodies (2013) provides that heads and specialists of education bodies must be able to monitor and evaluate the educational process and supervise organisational and managerial activities of the school.

The head of an educational institution analyses the state of activity and resource management of the educational institution and is responsible for its performance.

According to the Law on Education, educational supervision includes monitoring of availability and quality of education; counselling of education providers; implementation of preventive measures; application of sanctions; promotion of education improvement and other statutory measures.

The National Audit Office of Lithuania examines and evaluates the legitimacy of the use of funds allocated to education.

Since the Law on Education establishes a legal principle of equal opportunities, equitable resource allocation is a very important aspiration; and monitoring of resource use is crucial. Every year, the data of the use of student basket is collected and analysed, and the causes for surplus or deficit of funding are identified. Methodology of student basket calculation and allocation is adjusted annually, in order to reduce the disparity among different municipalities, schools and groups of students.

The National Audit Office of Lithuania, whose constitutional duty is to supervise the legitimate management and use of state property and the execution of the state budget, conducts financial (legitimacy) audit of schools and local administrations.

Municipal controller (Municipal control and audit service) supervises the use and management of municipal assets and state property as well as conducts external financial and performance audits in municipal administrative entities.

Every seven years, external evaluation is conducted in all schools. External evaluation of the quality of performance of general education schools is a formative assessment of school processes with the fundamental purpose of school improvement. External evaluation is conducted by using General school performance indicators. Five main areas of school activity are evaluated: School culture, Education and learning, Learning outcomes, Student assistance, Strategic management of the school.

Education policy is usually evaluated by analysing a variety of aspects of educational activity rather than by using lists of specific criteria or a rating scale. Analytical material is combined with qualitative and quantitative evaluations.

The efficacy of school policy in a broad sense is assessed by commissioning research and producing reviews and analyses. Every year a few reviews are published in the series Education problem analysis which focus on a problematic education area. They offer insights and conclusions of evaluative nature concerning implementation of the education policy. For example, Implementation of the National Education Strategy 2003–2012, produced by the MoES and its subordinate institutions is rich in samples of educational policy

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evaluation. The annual publication about the state of education Lithuania. Education in the Regions, published since 2003, highlights the peculiarities of education policy implementation in the municipalities.

Secondary education programmes are evaluated when a general education school changes its status from a secondary school to a gymnasium. The procedure of the evaluation of a secondary education programme and the recognition that the programme meets the established criteria is called the accreditation of a secondary education programme.

Evaluation of special education programmes is carried out regularly; the main criteria are: the formulation of the expected outcomes of the programme and the degree of achievement of the expected outcomes.

The effectiveness of an individual school policy may be evaluated by conducting external evaluation or self- evaluation. One of the five areas of evaluation of school performance closely related to education policy is strategic management of the school.

According to the Law on Administrative Supervision of Municipalities, the representatives of the Government, operating in ten counties, monitor adherence of municipalities to the Constitution and laws and execution of the decisions adopted by the Government. The representatives of the Government propose to modify or remove illicit legal acts adopted by municipal collegial and non-collegial administration entities, and they may apply to the court in the event of the refusal to implement the law or execute the decision of the Government.

6.3 Transparency and reporting

The school principal is responsible for provision of information about education, making it publicly available, adopting transparent decisions, and informing community members; analyses the state of activities of an educational institution and the management of resources, and is responsible for the performance of an educational institution.

Description of general requirements for websites of state and municipal institutions and agencies (2003) establishes that websites must contain the following sections and fields:

 remuneration,

 budget implementation reports,

 financial statements.

The Law on Education establishes the types of information and services which must be publicly available:

 information about formal and non-formal education programmes implemented at the schools including possibilities to choose them, entry requirements, paid services, teachers’ qualifications, key results of external evaluation of school performance, school community traditions and learner achievements;

 information about educational opportunities according to vocational training, post-secondary and higher education programmes; training opportunities in other countries; employment opportunities in the Lithuanian labour market;

 vocational counselling services are provided in schools, information centres, labour exchanges in compliance with the requirements established by the Ministers of Education and Science and Social Security and Labour.

Rules of networking for schools offering formal educational programmes approved by the Government of the Republic of Lithuania provide for that the founder of the school (municipality or the MoES) at the stage of 101

school network reform shall provide information to the public about ongoing processes. Results of school- leaving examinations, basic education achievements, and national and international student achievements are publicly announced by the NEC; results of national and international subject Olympiads, contests and competitions are publicly announced by the Lithuanian Centre for Non-Formal Youth Education.

Sets of budget implementation reports and financial statements are publicly announced in accordance with the procedure and terms established by the Law on Public Sector Accountability. Every school must annually prepare and submit to the municipal council or its authorised educational administration a report on its activities, which is approved by the founder.

According to the Law on Budget Structure of the Republic of Lithuania and the Law on Local Self- Government of the Republic of Lithuania schools must provide financial and budget (quarterly, semi-annual, nine months, annual) reports and annual activity report of the school principal to the educational administration.

6.4 Incentives for effective resource use

In order to ensure a transparent and fair resource allocation, the student basket approach is applied. It is a targeted government grant, the amount of which directly depends on the number of students.

Education financial resources in individual schools or local educational resources are not directly associated with educational (training) outcomes. However, the implementation of the funding principle encourages schools to work better, to achieve better results in order to keep present students and attract a larger number of students, thus receiving more funding.

A steadily declining number of school-aged children is one of the main reasons why municipalities must reorganise the school network. The Law on Education establishes the obligation for municipalities to have an optimal network of providers of primary, basic, secondary, non-formal education programmes for children and adults.

Municipalities and the MoES approve and implement general plans of school network reforms and by doing so analyse the situation in the schools as well as decide on the survival of certain schools. Naturally, the institution implementing the rights and duties of the owner provides for additional investment in the educational environment, if continuity of the school activities is established in the general plan.

General education funding through the student basket should help schools enhance the quality of education, rational management of the network of educational institutions. The competition among schools should encourage them to seek more attractive forms and methods of education or provide better services. However, due to low population density and uneven distribution of schools in rural areas, the opportunity for a student to choose a school or an educational programme is fairly limited and the scarce supply of schools does not encourage students to seek better education.

Education management entities do not publish school ratings based on educational outcomes or performance. Therefore, there is no direct evidence that officially recognised improved results lead to better school funding. In addition, information about the efficiency of school performance is not recorded in statistical reports.

The official salary rate for principals is established by the founder of the school. The remuneration is calculated using the coefficients that depend on the length of the period of teaching, management qualification category and the number of students. In addition, the founder of the school may grant a bonus to the official salary and other incentives (Resolution of the Government of the Republic of Lithuania ‘Concerning the improvement of the procedure of payment for budgetary institutions and organisations’). The bonus is based on the indicators of the evaluation of the past year’s performance. Specific performance criteria are determined by the founder. 102

Planning and implementation of budgets of educational establishments follow the provisions of the Law on Budgeting of the Republic of Lithuania. School budgeting for the next year is based on the expenditure figures of the past year. Hence irrespective of the school’s motivation and efforts to cut costs, funds are not brought forward to the next year and any surplus of funds or funds saved in a particular school are refunded to the state budget. The state grant (funds in the student basket) received and distributed among schools by the municipality cannot be re-distributed for needs other than educational needs. As a result, schools can only use student basket funds they have saved on funding education-related activities.

Since 2011, the NASE has been implementing the EU-funded project ‘Strengthening Quality Management in a Comprehensive School (Model Creation)’. The Concept of a good school has already been developed and a set of criteria for a good school is being produced. Project funds are also going to be used to award the best schools identified on the basis of the established criteria.

At the national level, there is no agreement on the evaluation of school efficiency. There is no single method or efficiency index which provides quantitative information. Thus, it is difficult to judge on the efficiency of school performance.

Sanctions for lack of efficiency are not generally applied to local education authorities, individual schools or school managers. However, regulations of certification of the heads of education departments provide that the founder of the school, the executive authority of the municipality or the general meeting of a public body may initiate certification of a school manager, when his/her managerial performance deteriorates; or when the founder seeks to evaluate the manager’s competence (of a period of up to 5 years) or establish whether his/her activities comply with his/her managerial qualification category. The specialists of the MoES may apply for the mandatory re-certification of the manager before the end of the period of 5 years, upon a reasoned proposal submitted to the Evaluation Commission. These sanctions are usually a means of informing the manager of the reduced efficiency and poor performance. A possible result of certification is unsatisfactory evaluation which may lead to dismissal.

Statistical information about the sanctions that have been applied to individual schools and their managers for the lack of efficiency is not collected. However, there are some examples when the managers were punished for the abuses revealed by law enforcement authorities.

6.5 Main challenges

 Currently, there is some tension in the educational community concerning the regulations for the selection, appointment, evaluation and term of service for the heads of educational institutions. Since 2011, a two-tier system for the selection of school principals has been applied, including (1) assessment of competence, i. e. the applicant’s ability to act as the head of an educational institution, and (2) competition in the municipality, i. e. assessment of the applicant’s suitability to be the head of a specific institution. Ways of simplifying the evaluation procedure of the candidates to the managers have been considered. The current assessment procedure takes from 6 to 8 hours, so it is suggested to replace it by a less time-consuming test of 1–1.5 hours. Another suggestion is to change the composition of the competition commission at the municipality. However, it is doubtful whether a 1–1.5 hour-long test may properly evaluate the applicant’s competence in school management.

 Although school managers are certified regularly, there is no provision for mandatory rotation. Thus, it is possible for the principal to work at the same school until retirement.

The explanatory note to the Draft Law on Budgetary Institutions explains that selection of managers in the public sector, their rotation and evaluation is different. For example, terms of office are established for managers of government institutions and ministry agencies as well as for managers of health care institutions. However, neither terms of office nor mandatory annual evaluation is established for heads of those budgetary institutions which do not perform public administration functions, such as schools, social care services or cultural centres. Therefore, the MoSSL proposes to establish a uniform four-year term of 103

office to the managers of schools, kindergartens, social care services, cultural centres and other budgetary institutions and to assess their performance annually.

Heads of schools fear that their appointment will depend on the government’s term of office. In the meantime, politicians and experts of public administration support the initiative of the MoSSL as they assume that the managers of budgetary institutions with long-lived and standing terms of office are not interested in improving their own performance. The managers of budgetary institutions, however, suspect that the new selection procedure to hold office in budgetary institutions will only create conditions for protectionism.

The current certification procedure of heads of educational institutions is expected to change; currently certification is linked to the acquired managerial qualifications, while it is proposed that it should be linked to the evaluation of the manager’s competence and performance as well as the selection procedure of applicants for managerial posts.

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REFERENCES

Order No. V-1194 ‘On the Approval of the Description of Qualification Requirements for Heads of State and Municipal Educational Institutions (except for Higher Schools)’ of the Minister of Education and Science of the Republic of Lithuania as of 1 July 2011 (Official Gazette Valstybės žinios, 09.07.2011, No. 83-4051). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=403446&p_query=&p_tr2=

Order No. V-54 ‘On the Approval of the Description of the Teacher’s Professional Competence’ of the Minister of Education and Science of the Republic of Lithuania as of 15 January 2007 (Official Gazette Valstybės žinios, 30.01.2007, No. 12-511). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=291726&p_query=&p_tr2=

Steps towards Efficient Planning. Education Planning Guidelines (2010). Vilnius. [Online] Available at: http://www.privatimokykla.lt/uploads/Medziaga/11789%20NMVA%20knyga%20internetui.pdf

Plan Implementation Success Indicators. Education Planning Guidelines 2 (2012). Vilnius. [Online] Available at: http://www.nmva.smm.lt/wp-content/files/Svietimo%20planavimo%20rekomendacijos%202.pdf

Order No. I-533 ‘On the Approval of the Description of the Procedure for the Evaluation of Conformity of General Education Textbooks and Study Aids to Legal Acts and Supply Thereof’ of the Minister of Education and Science of the Republic of Lithuania as of 30 November 2011 (Official Gazette Valstybės žinios, 20.12.2011, No. 155-7372). [Online] Available at: http://www.litlex.lt/scripts/sarasas2.dll?Tekstas=1&Id=154882

Order No. V-2368 ‘On the Approval of the Education Supply Standards’ of the Minister of Education and Science of the Republic of Lithuania as of 30 November 2011 (Official Gazette Valstybės žinios, 20.12.2011, No. 155-7373). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=415146&p_query=&p_tr2=2

Resolution No. 511 ‘On the Improvement of the Procedure for Remuneration of Employees at Budgetary Institutions and Organisations’ of the Government of the Republic of Lithuania as of 8 July 1993 (Official Gazette Valstybės žinios, 1993, No. 28-655). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=380313

Order No. ISAK V-1201 ‘On the Approval of the Description of the Procedure for the Monitoring of State Education and Science’ of the Minister of Education and Science of the Republic of Lithuania as of 14 August 2012 (Official Gazette Valstybės žinios, 23.08.2012, No. 98-5004). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=431543&p_query=&p_tr2=2

Resolution No. 480 ‘On the Approval of the Description of General Requirements for Websites of State and Municipal Institutions and Agencies’ of the Government of the Republic of Lithuania as of 18 April 2003 (Official Gazette Valstybės žinios, 2003, No. 38-1739). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=415705

Ruškus J., Jonynienė V., Želvys R. et al. (2013). A Good School Concept. Vilnius. [Online] Available at: http://www.google.lt/url?url=http://www.nmva.smm.lt/wp-content/uploads/2013/11/GM_koncepcija_11- 121.docx&rct=j&frm=1&q=&esrc=s&sa=U&ei=k_yOU6nqCovB7Abh74CoBA&ved=0CBUQFjAA&usg= AFQjCNEJD_OdmkXsC-sIx9aYon7bkLYXEg

Order No. ISAK V-741 ‘Amending Order No. ISAK-1717 ‘On the Approval of the Description of Qualification Requirements for Heads and Specialists of Municipal Administration Education Units’ of the Minister of Education and Science of the Republic of Lithuania as of 3 November 2004’ of the Minister of 105

Education and Science of the Republic of Lithuania as of 31 July 2013 (Official Gazette Valstybės žinios, 03.08.2013, No. 85-4279). [Online] Available at: https://www.e-tar.lt/portal/forms/legalAct.html?documentId=TAR.1C9A89B13B20

Order No. V-1200 ‘On the Approval of the National (Strategic) Education Indicators’ of the Minister of Education and Science of the Republic of Lithuania as of 14 August 2012 (Official Gazette Valstybės žinios, 23.08.2012, No. 98-5003). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=268948&p_query=

Republic of Lithuania Law on Administrative Supervision of Municipalities (Official Gazette Valstybės žinios, 1998, No. 51-1392). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=369278

Resolution No. 768 ‘On the Approval of the Rules of the Establishment of the Network of Schools Implementing Formal Education Curricula’ of the Government of the Republic of Lithuania as of 29 June 2011 (Official Gazette Valstybės žinios, 30.06.2011, No. 79-3869). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=402875&p_query=&p_tr2=

Order No. ISAK-607 ‘On the Approval of the Guidelines of Quality Self-Assessment of the Activities of General Education Schools’ of the Minister of Education and Science of the Republic of Lithuania as of 30 March 2009 (Information Notices Informaciniai pranešimai, 08.04.2009, No. 27-367). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=340787&p_query=&p_tr2=

Republic of Lithuania Law on Public Sector Accountability No. X-1212, adopted by the Seimas of the Republic of Lithuania on 26 June 2007 (Official Gazette Valstybės žinios, 2007, No. 77-3046).

Republic of Lithuania Law on Budgeting No. I-430, adopted by the Seimas of the Republic of Lithuania on 30 July 1990 (Official Gazette Valstybės žinios, 1990, No. 24-596).

Republic of Lithuania Law on Local Self-Government No. I-533, adopted by the Seimas of the Republic of Lithuania on 7 July 1994 (Official Gazette Valstybės žinios, 1994, No. 55-1049).

Resolution No. 511 ‘On the Improvement of the Procedure for Remuneration at Budgetary Institutions and Organisations’ of the Government of the Republic of Lithuania as of 8 July 1993 (Official Gazette Valstybės žinios, 1993, No. 28-655).

Order No. V-1232 ‘On the Approval of the Lithuanian Standardised Education Classification for Classifying the Curricula According to Levels’ of the Minister of Education and Science of the Republic of Lithuania as of 11 December 2013 (Official Gazette Valstybės žinios, 2013, No. 131-6693). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=462927&p_tr2=2

Resolution No. XII-745 ‘On the Approval of the National Education Strategy 2013–2022’ of the Seimas of the Republic of Lithuania as of 23 December 2013 (Official Gazette Valstybės žinios, 2013, No. 140-7095).

Resolution No. XI-2015 ‘On the Approval of the National Lithuania’s Progress Strategy ‘Lithuania 2030’ of the Seimas of the Republic of Lithuania as of 15 May 2012 (Official Gazette Valstybės žinios, 2012, No. 61- 3050).

Resolution No. XII-51 ‘On the Programme of the Government of the Republic of Lithuania’ of the Seimas of the Republic of Lithuania of 13 December 2012 (Official Gazette Valstybės žinios, 2012, No. 149-7630).

Order No. ISAK-3219 ‘On the Approval of the Concept of the Quality Assurance System of Formal Education’ of the Minister of Education and Science of the Republic of Lithuania as of 24 November 2008

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(Official Gazette Valstybės žinios, 02.12.2008, No. 138-5461). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=332022&p_query=&p_tr2=

Order No. ISAK-2433 ‘On the Approval of Primary and Basic Education Curricula’ of the Minister of Education and Science of the Republic of Lithuania as of 26 August 2008 (Official Gazette Valstybės žinios, 2008, No. 61-2320). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=326307&p_query=Bendrosios%20programos&p_t r2=2

Order No. V-269 ‘On the Approval of Secondary Education General Curricula’ of the Minister of Education and Science of the Republic of Lithuania as of 21 February 2011 (Official Gazette Valstybės žinios, 2011, No. 26-1283). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=393538&p_tr2=2

Republic of Lithuania Law on Social Assistance for Students, 13 June 2006, No. X-686 (Official Gazette Valstybės žinios, 2006, No. 73-2755). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=279123&p_query=&p_tr2=

Resolution ‘On the Approval of the Description of the Procedure for the Payment of Grants and Award of Material Support to Students Who Study According to Vocational Training Programmes Seeking to Acquire the First Qualification and to Higher School Students’ of the Government of the Republic of Lithuania as of 10 August 2005 (Official Gazette Valstybės žinios, 2005, No. 98-3708). [Online] Available at: http://www.smm.lt/uploads/lawacts/nutarimai/2011-07-13-860(1).htm

Order No. ĮV-196 ‘On the Approval of the Action Plan of Roma Integration in Lithuania’s Society 2012– 2014’ of the Minister of Culture of the Republic of Lithuania as of 20 March 2012 (Official Gazette Valstybės žinios, 2012, No. 36-1813). [Online] Available at: http://www.litlex.lt/scripts/sarasas2.dll?Tekstas=1&Id=157925

Order No. V-1569 ‘On the Improvement of Children’s Education through National Minority Languages and of Teaching National Minority Languages’ of the Minister of Education and Science of the Republic of Lithuania as of 15 November 2012. [Online] Available at: http://www.smm.lt/uploads/documents/Svietimas_pradinis_ugdymas/pdf16112012100602.pdf

The European Encyclopaedia on National Education Systems Eurypedia. [Online] Available at: https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Main_Page

Order No. V1-68 ‘On the Approval of the Guidelines for the Preparation, Assessment and Publishing of Vocational Training Aids’ of the Director of Qualifications and Vocational Education and Training Development Centre as of 8 July 2011. [Online] Available at: http://www.kpmpc.lt/M_Komisijos/PM_priemoniu_rengimo_gaires.pdf

Order No. ISAK-506 ‘On the Approval of the Description of Qualification Requirements for Teachers Who Work According to Pre-School, Pre-Primary, Non-Formal Children’s Education, Primary, Basic, Secondary, Special Education and Vocational Training Curricula’ of the Minister of Education and Science of the Republic of Lithuania as of 29 March 2005 (Official Gazette Valstybės žinios, 2005, No. 43-1395). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=253319&p_tr2=2

Order No. V-2341 ‘On the Approval of the Programme of Renovation of Sports Grounds of Educational Institutions’ of the Minister of Education and Science of the Republic of Lithuania as of 20 December 2010 (Official Gazette Valstybės žinios, 2010, No. 153-7841). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=389881&p_query=&p_tr2=

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Order No. V-1193 ‘On the Approval of the Description of the Procedure for the Competition to the Positions of Heads of State and Municipal Educational Institutions (except for Higher Schools)’ of the Minister of Education and Science of the Republic of Lithuania as of 1 July 2011 (Official Gazette Valstybės žinios, 2011, No. 83-4050). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=403445&p_tr2=2

Order No. V-1680 ‘On the Approval of the Description of the Procedure for the Admission and Dismissal of Teachers’ of the Minister of Education and Science of the Republic of Lithuania as of 15 September 2011 (Official Gazette Valstybės žinios, 2011, No. 115-5419). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=406845&p_tr2=2

Order No. V-955 ‘On the Approval of the Programme for the Provision of Schools with Yellow School Buses 2013–2017’ of the Minister of Education and Science of the Republic of Lithuania as of 8 June 2012 (Official Gazette Valstybės žinios, 2012, No. 68-3493). Available online: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=427636&p_query=&p_tr2=2

Order No. V-410 ‘On the Approval of the Programme of Modernisation of Educational Institutions’ of the Minister of Education and Science of the Republic of Lithuania as of 10 May 2013 (Official Gazette Valstybės žinios, 2013, No. 51-2567). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=448812&p_query=&p_tr2=2

Republic of Lithuania Law on Education. Resolution No. XI-1281 of the Seimas of the Republic of Lithuania as of 17 March 2011 (Official Gazette Valstybės žinios, 2011, No. 38-1804). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=395105&p_query=&p_tr2=

Resolution No. 301 ‘On the Approval of the Description of the Procedure for the Drawing Up of the List of Competition Positions at State and Municipal Companies and State and Municipal Agencies Financed from the State, Municipal, and State Social Insurance Fund Budgets as well as Other State-Run Funds, and the Organisation of Competitions for Positions Included in the List of Competition Positions’ of the Government of the Republic of Lithuania as of 21 March 2007 (Official Gazette Valstybės žinios, 2007, No. 37-1374). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=294553&p_tr2=2

Resolution No. 301 ‘On the Approval of the Lithuanian Information Society Development Programme 2011– 2019 and Repealing Certain Resolutions of the Government of the Republic of Lithuania’ of the Government of the Republic of Lithuania as of 16 March 2011. [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=394457&p_tr2=2

Resolution No. 1482 ‘On the Approval of the National Progress Programme 2014–2020’ of the Government of the Republic of Lithuania as of 28 November 2012 (Official Gazette Valstybės žinios, 2012, No. 144- 7430). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=439028&p_tr2=2

Resolution No. 790 ‘On the Approval of the Methodology of Calculation and Distribution of Funds of the Student Basket’ of the Government of the Republic of Lithuania as of 28 August 2013 (Official Gazette Valstybės žinios, 2013, No. 94-4699). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=459839

Resolution No. 346 ‘On the Convergence Programme of Lithuania for 2014’ of the Government of the Republic of Lithuania as of 16 April 2014. [Online] Available at: http://www.finmin.lt/finmin.lt/failai/vykdoma_politika/Konvergencijos_programa_2014_LT.pdf

Strategic Analysis of Education and Science Sectors. Final report. 9 December 2013.

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Law on Transport Privileges (Official Gazette Valstybės žinios, 2000, No. 32-890). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=453577

Order No. VK-14 ‘On the Approval of the Description of the Procedure for the Evaluation of the Content of General Education Textbooks’ of the Director of the Education Development Centre as of 6 January 2012. [Online] Available at: http://www.upc.smm.lt/ekspertavimas/vadoveliai/2_Bendrojo_ugdymo_dalyku_vadoveliu_turinio_vertinimo _tvarkos_aprasas.pdf

Order No. V-1254 ‘On the Approval of the Description of the Procedure for the Remuneration of Employees at Educational Institutions and Pedagogical Staff at Other Institutions’ of the Minister of Education and Science of the Republic of Lithuania as of 19 December 2013 (Official Gazette Valstybės žinios, 21.12.2013, No. 133-6804).

Order No. ISAK-3216 ‘On the Approval of the Regulations of Certification of Teachers and Specialists of Assistance to Students (except for Psychologists)’ of the Minister of Education and Science of the Republic of Lithuania as of 24 November 2008 (Official Gazette Valstybės žinios, 11.12.2008, No. 142-5669).

Order No. V-1265/V-685/A1-317 ‘On the Approval of the Description of the Procedure for Determining the Groups of Students with Special Education Needs and Classifying Their Special Education Needs according to Levels’ of the Minister of Education and Science of the Republic of Lithuania, the Minister of Health of the Republic of Lithuania, and the Minister of Social Security and Labour of the Republic of Lithuania as of 13 July 2011 (Official Gazette Valstybės žinios, 21.07.2011, No. 93-4428).

Order No. V-1775 ‘On the Approval of the Description of the Procedure for the Evaluation of Student’s Special Education Needs (except due to Exceptional Abilities) from the Pedagogical, Psychological, Medical and Social-Pedagogical Aspects and Designation of Special Education’ of the Minister of Education and Science of the Republic of Lithuania as of 30 September 2011 (Official Gazette Valstybės žinios, 11.10.2011, No. 122-5769).

Order No. V-1215 ‘On the Approval of the Description of the Procedure for the Provision of Psychological Assistance’ of the Minister of Education and Science of the Republic of Lithuania as of 5 July 2011 (Official Gazette Valstybės žinios, 15.07.2011, No. 88-4220).

Order No. V-1228 ‘On the Approval of the Description of the Procedure for the Provision of Special Pedagogical Assistance’ of the Minister of Education and Science of the Republic of Lithuania as of 8 July 2011 (Official Gazette Valstybės žinios, 20.07.2011, No. 92-4395).

Order ‘On the Approval of the Description of the Procedure for the Provision of Special Assistance at Schools (except for Higher Schools)’ of the Minister of Education and Science of the Republic of Lithuania as of 8 July 2011 (Official Gazette Valstybės žinios, 20.07.2011, No. 92-4396).

Order No. V-579 ‘On the Approval of the Description of the Procedure for the Formation of the School Child Wellbeing Commission and Organisation of Its Work’ of the Minister of Education and Science of the Republic of Lithuania as of 11 April 2011 (Official Gazette Valstybės žinios, 13.04.2011, No. 45-2121).

Order No. V-1396 ‘On the Approval of the Description of the Procedure for the Organisation of Work of Pedagogical-Psychological Services’ of the Minister of Education and Science of the Republic of Lithuania as of 22 July 2011 (Official Gazette Valstybės žinios, 28.07.2011, No. 97-4600).

Order No. V-1795 ‘On the Approval of the Description of the Procedure for the Organisation of Education for Students with Special Education Needs’ of the Minister of Education and Science of the Republic of Lithuania as of 30 September 2011 (Official Gazette Valstybės žinios, 11.10.2011, No. 122-5771).

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Quality of the Activities of General Education Schools. Annual report of the National Agency for School Evaluation (2013).

Order No. V-1049 ‘On the Approval of the Description of the Procedure for Education Forms and Organisation of Education’ of the Minister of Education and Science of the Republic of Lithuania as of 28 June 2012 (Official Gazette Valstybės žinios, 30.06.2012, No. 76-3957).

Order No. V-459 ‘On the Approval of the General Education Plans of Basic and Secondary Curricula for the School Years 2013–2014 and 2014–2015’ of the Minister of Education and Science of the Republic of Lithuania as of 27 May 2013 (Official Gazette Valstybės žinios, 04.06.2013, No. 58-2934).

Order No. V-476 ‘On the Activity Report of the Ministry of Education and Science for 2013’ of the Minister of Education and Science of the Republic of Lithuania as of 27 May 2014.

Public Administration in Lithuania. Survey 2012. Ministry of the Interior, 2012.

Lithuania. Education in Regions 2013. Teachers. Education Supply Centre, 2013.

Resolution No. 535 ‘On the Approval of the Description of the Lithuanian Qualifications Framework’ of the Government of the Republic of Lithuania as of 4 May 2010 (Official Gazette Valstybės žinios, 15.05.2010, No. 56-2761).

Application of Modern Managerial Functions When Organising School Activities. Scientific research report. Panevėžys Education Centre of Pedagogues, 2008.

Gumuliauskienė A., Gricienė D. Strategic Activity Planning at School: Evaluation of a Real Situation. Acta Paedagogica Vilnensia, 2010 25. [Online] Available at: http://www.leidykla.eu/fileadmin/Acta_Paedagogica_Vilnensia/25/110-126.pdf

Order No. ISAK-587 ‘On the Approval of the Description of the Procedure for the External Auditing of the Quality of General Education Schools’ of the Minister of Education and Science of the Republic of Lithuania as of 2 April 2007. [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=340885&p_query=&p_tr2=2

Order No. ISAK-607 ‘On the Approval of the Guidelines of Quality Self-Assessment of the Activities of General Education Schools’ of the Minister of Education and Science of the Republic of Lithuania as of 30 March 2009. [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=340787&p_query=&p_tr2=2

Order No. ISAK-1521 ‘On the Approval of the Regulations of Certification of Heads of Schools, Deputy Heads for Education and Heads of Units Organising Education’ of the Minister of Education and Science of the Republic of Lithuania as of 21 July 2005. [Online] Available at: http://www.upc.smm.lt/tobulinimas/atestacija/vadovai/Vadovu_atestacijos_nuostatai_Aktuali_redakcija_201 0-09-2.pdf

EURYPEDIA: https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Lietuva:%C5%A0vietimo_administravimas_ir _valdymas_vietos_ir_%C5%A1vietimo_%C4%AFstaigos_%28mokyklos%29_lygmeniu#Ikimokyklinio_ug dymo_ir_bendrojo_ugdymo_mokykl.C5.B3_administravimas_ir_valdymas.C2.A0.C2.A0

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APPENDICES

APPENDIX 1. LONG-TERM UNEMPLOYMENT RATE Employment rate | %

Total by age 15–24 15–64 15–74 20–64 25–54 55–64 65+ 2009 48.8 20.6 59.9 53.4 67 75.9 51.2 5.1 2010 46.7 18.3 57.6 51.4 64.3 73.6 48.3 4.3 2011 48.6 19 60.2 53.8 66.9 76.9 50.2 5.1 2012 50 21.5 62 55.6 68.5 78.5 51.7 5.7

Males and females and Males 2013 51.2 24.6 63.7 57 69.9 79.6 53.4 5.2

2009 51.4 21.2 59.3 54.4 66.8 74.2 55.5 7.6

2010 48.9 19.1 56.5 51.9 63.5 71.1 52.1 6.6

2011 51.8 20.9 60.1 55.2 67.2 75.7 54.1 7.4 Males 2012 53.6 22.8 62.2 57.3 69.1 77.7 55.9 8.2

2013 55.8 27.6 64.7 59.5 71.2 79.8 56.1 8.7 Urban and rural areas rural and Urban 2009 46.6 20.1 60.4 52.6 67.2 77.5 47.8 3.8

2010 44.9 17.4 58.5 50.9 65 75.9 45.5 3.1 2011 45.9 17 60.2 52.5 66.6 78.1 47.2 4

Females 2012 47 20.1 61.8 54 67.9 79.1 48.5 4.5 2013 47.4 21.5 62.8 54.7 68.6 79.4 51.2 3.5

APPENDIX 2. ESF-FUNDED PROJECTS Stage of Implementing Date of Expenditure Date of Code Title of the Project implementation institution application (LTL) completion VP1-2.1-ŠMM- Time for Leaders Completed Education 2008-10-17 6 894 891 2011-12-02 02-V-01-001 Supply Centre VP1-2.1-ŠMM- Time for Leaders 2 Continuing Education 2011-08-31 10 876 960 02-V-02-001 Supply Centre VP1-2.2-ŠMM- Networks of Learning Completed Education 2008-12-19 3 488 716 2012-11-26 02-V-01-001 Schools (NLS) Supply Centre VP1-2.2-ŠMM- Development of Continuing Education 2011-08-01 16 499 815 04-V-04-001 creativity in Lithuania’s Development general education Centre schools by adapting and implementing the model of creative partnerships’ (Creative Partnerships) VP1-2.2-ŠMM- School For Parents And Completed NGO Save the 2010-06-28 922 786 2014-05-22 05-K-01-122 Educators Children VP1-2.2-ŠMM- Development of the Key Completed Education 2008-10-31 8 998 260 2013-06-05 06-V-01-001 Competencies in Basic Development School (Grades 5–8) Centre

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Stage of Implementing Date of Expenditure Date of Code Title of the Project implementation institution application (LTL) completion VP1-2.3-ŠMM- Development of Completed Centre for 2008-10-30 3 057 569 2012-08-06 04-V-01-002 specialised learning Special Needs tools Education and Psychology VP1-2.3-ŠMM- Returning the young Completed Centre for 2008-10-30 4 097 556 2012-06-07 04-V-01-003 people who dropped out Special Needs of school back to Education and educational system Psychology VP1-2.3-ŠMM- Development of Continuing Centre for 2011-09-30 7 045 211 04-V-03-003 educational tools for Special Needs persons with special Education and needs (Stage II) Psychology VP1-2.3-ŠMM- Development of Continuing Centre for 2011-09-30 4 024 684.62 04-V-03-004 educational tools for Special Needs persons with special Education and needs (Stage II) Psychology VP1-2.3-ŠMM- Creation of a Safe Continuing Centre for 2011-09-30 6 918 337 04-V-03-005 Environment at School Special Needs Education and Psychology VP3-2.2-ŠMM- Adaptation and Continuing Education 2009-07-23 78 450 588 01-V-01-001 upgrading of Supply Centre technology, natural sciences and arts facilities in general education schools VP3-2.2-ŠMM- Upgrading of facilities Continuing Education 2010-01-15 24 525 455 10-V-02-001 of pedagogical Development psychological services Centre and work environment of special pedagogues, social pedagogues, psychologists and speech therapists working in educational institutions VP3-2.2-ŠMM- Upgrading of general Completed Education 2009-04-24 34 200 000 2013-01-08 12-V-01-001 education schools Supply Centre VP3-2.2-ŠMM- Development of the Completed National 2008-10-31 2 620 000 2012-03-14 19-V-01-001 examinations system for Examination assessing learning Centre achievement at the end of basic and secondary education VP3-2.2-ŠMM- Development of the Continuing National 2012-05-10 1 481 100 19-V-01-002 examinations system for Examination assessing learning Centre achievement at the end of basic and secondary education (Stage II) Source: Department of the European Union Assistance Coordination, MoES

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APPENDIX 3. INSTITUTIONS OF THE STATE POWER

The Seimas of the Republic of Lithuania is the Lithuanian parliament, the national legislature. The Seimas consists of 141 Members who are elected for a four-year term. The Seimas considers, adopts and passes legislation, gives or does not give assent to the candidature of the Prime Minister submitted by the President of the Republic, supervises the activities of the Government, approves the State Budget and supervises its execution, establishes State taxes, announces municipal elections, and ratifies international treaties of the Republic of Lithuania. The Seimas sets up committees to examine draft legislation. Matters of narrower purpose are examined by commissions (standing and ad hoc).

The Seimas has a Committee on Education, Science and Culture which develops and considers draft laws, resolutions regulating education, science, culture and provision of information as well as other draft documents and proposals; considers and submits conclusions concerning draft documents concerning education, science, culture and provision of information referred to the committee; develops proposals and recommendations to the Government and municipalities concerning education, science, culture and provision of information; takes care of support to persons, organisations and movements engaged in the promotion of culture; performs parliamentary supervision of the MoES, Ministry of Culture as well as education, science and culture institutions.

The President of the Republic is Head of State. The President has the widest powers in the area of foreign policy. The President also performs important functions in the domestic policy of the State. The President is an important guarantor of an effective judicial power.

The Government implements the executive power in Lithuania. The Government of the Republic of Lithuania consists of the Prime Minister and 14 Ministers. The Government is jointly and severally responsible to the Seimas for the general activities of the Government. The Ministers are responsible to the Seimas, the President and directly subordinate to the Prime Minister.

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APPENDIX 4. THE LITHUANIAN CLASSIFICATION OF EDUCATION

In accordance with the Lithuanian Standardised Classification of Education (2013) the education system in Lithuania is organised as follows:

 Level 0 (Pre-school education) corresponds to pre-school and pre-primary curricula for children from birth to the start of primary education.

 Level 1 (Primary education) corresponds to primary education curricula from the age of 7 (6) leading to the attainment of primary education level.

 Level 2 (Lower-secondary education) corresponds to basic education curricula leading to the attainment of basic education level, and vocational training curricula leading to the attainment of basic education level and professional or vocational qualification or certification.

 Level 3 (Upper-secondary education) corresponds to secondary education curricula leading to the attainment of secondary education level, and vocational training curricula leading to the attainment of secondary education level and professional or vocational qualification or certification.

 Level 4 (Post-secondary non–tertiary education) corresponds to vocational training curricula after secondary education leading to the attainment of professional or vocational qualification or certification.

 Level 5 is not included in the Lithuanian Standardised Classification of Education.

 Level 6 (Bachelor’s or equivalent level) corresponds to study programmes leading to the attainment of a bachelor’s degree or professional bachelor’s degree.

 Level 7 (Master’s or equivalent level) corresponds to study programmes leading to the attainment of a master’s degree.

 Level 8 (Doctoral or equivalent level) corresponds to doctoral studies in the field of science or arts leading to the attainment of a doctor’s degree in science or arts.

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APPENDIX 5. THE SCHOOL NETWORK

Provisions on the creation of a school network

The Rules for establishing a network of schools implementing formal education programmes set out:

 primary and basic schools and pre-gymnasiums for which there are not sufficient funds due to small numbers of students may be united with other schools implementing equivalent programmes and continue to function in the same premises as a structural unit of a school (a primary education unit, a pre- gymnasium unit, a basic education unit or branch);

 secondary schools located in rural settlements may be united with gymnasiums and continue to function in the same premises as a structural unit of a gymnasium (a unit or branch of a gymnasium) implementing general educational programmes of a gymnasium;

 secondary schools where the institution exercising the rights and responsibilities of the owner (the meeting of the participants) or the owner does not intend to accredit its secondary education programme, i. e. they do not seek that the school becomes a gymnasium, the reformation of the school structure starts by discontinuing the enrolment in the second part of the basic education programme no later than by 1 September 2012 if the school is to become a pre-gymnasium, and in the secondary education programme no later than by 1 September 2014 if the school is to become a basic school (as of 1 September 2015 there will be no schools of the secondary type);

 requirements to the number of classes of Grade 11 and the number of students in them in secondary schools. There are different requirements set depending on whether the school is in a city or in a rural settlement, whether it is attributed to a suburb school or is in a border area, whether it is the only one in the municipality, on the purpose of the school and the language in which the secondary programme is taught (the state language or an national minority language);

 conditions to be met by secondary schools to be able to become gymnasiums. The conditions are set for the number of classes of Grades 11 and 12 and the average number of students studying in secondary education programmes. There are different conditions set depending on whether the school is in a city or in a rural settlement, whether it is attributed to a suburb school or is in a border area, whether it is the only one in the municipality, on the purpose of the school and the language in which the secondary programme is taught (the state language or a national minority language);

 the maximum number of students in class and joint classes;

 classes that may be joined due to a small number of students;

 the average number of students in class in general education programmes (the primary education programme, the first part of the basic education programme, the second part of the basic education programme and the secondary education programme);

 schools may implement pre-primary and pre-school education programmes and other informal child and/or informal adult education programmes and have structural school units implementing non-formal child and/or non-formal adult education programmes and/or creating conditions for providing cultural, social or other services required by the local community and functioning in the same or in another residential settlement;

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 a school implementing corresponding general education programmes may establish educational units and classes for special education (specialised classes) or for youth, in sanatoriums, hospitals, detention and correctional facilities for juvenile delinquents and detention and/or correctional facilities;

 one building may accommodate two and more schools;

 schools that have vacant premises may alter their purpose and become schools that are also multifunctional centres. Apart from existing formal education programmes, these schools must provide cultural, social or other services required by the local community;

 and others.

Source: Rules for establishing a network of schools implementing formal education programmes approved by Resolution No. 768 of the Government of the Republic of Lithuania of 29 June 2011

Table 1. Different school types and number of schools

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2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2 2014

2001

– – – – – – – – – – – – – –

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 Preschool education institutions 714 699 686 672 655 656 652 649 654 642 626 647 660 675 Crèches 533 531 531 525 519 524 528 525 534 527 519 548 587 600 Kindergartens 181 168 155 147 136 132 124 124 120 115 107 99 73 75

General education institutions 2 354 2 270 2 172 1 932 1 634 1 534 1 502 1 472 1 415 1 364 1 321 1 309 1 242 1 208

Kindergartens – schools 151 157 148 146 136 133 119 111 105 106 103 95 86 81

Primary schools 808 765 683 448 198 114 111 107 101 92 86 87 82 82

Basic schools 578 645 645 644 613 604 582 566 535 515 496 473 424 421

Youth schools 24 25 25 24 24 23 21 21 20 19 18 18 15 11

Pre-gymnasiums 38 67 86

Secondary schools 624 500 484 476 468 441 423 396 365 325 285 251 218 184

Gymnasiums 80 85 90 91 92 107 128 148 164 185 212 229 236 246

Gymnasiums of arts 4 6 6 6 6 4 4 4 4 5

Conservatoires 5 4 4 4 4 4 3 3 3

Centers of socialization 5 4 4 4 4 6 8 8 6 6 5

Adult education institutions 23 25 27 28 29 30 30 31 32 33 34 32 34 29

Special education schools 63 65 67 67 63 61 66 69 67 64 62 62 60 49

Sanatorium schools 3 3 3 3 3 6 8 9 10 9 9 11 7 6

Vocational training institutions 84 81 82 83 73 76 80 80 80 78 78 75 75 75 Data source: Statistics Lithuania, EMIS

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Table 2. Types and numbers of school (2013/14) Type of school No. of schools Primary 82 Pre-gymnasium 86 Basic 421 Secondary 184 Gymnasium 248 Vocational training 75 Data source: EMIS

APPENDIX 6. DATA ON HOUSEHOLD EXPENDITURE

Table 3. Average consumption expenditure by place of residence Per one household member per month, LTL Of which: 5 Of which: TOTAL Urban Rural biggest cities Other cities 2008 2012 2008 2012 2008 2012 2008 2012 2008 2012 Total consumption 849 854 909 923 994 997 782 811 730 715 expenditure Food products and non- 276 288 276 292 288 301 258 278 276 280 alcoholic drinks Alcoholic drinks 21 21 22 21 25 22 18 20 18 20 Tobacco products 10 9 10 8 10 8 9 8 12 10 Clothing and footwear 70 56 77 61 87 65 63 55 56 46 Housing, water, electricity, 101 153 115 179 128 198 96 151 74 101 gas, fuel Furnishings, domestic appliances, daily home 56 38 57 40 59 40 53 41 56 33 maintenance Health care 42 50 46 55 51 58 40 51 33 41 Transport 96 88 102 92 108 104 93 74 84 80 Communications 37 32 41 35 46 38 35 32 29 25 Leisure and culture 47 42 55 49 63 58 44 37 29 26 Education 7 8 8 10 9 11 7 8 4 5 Hotels, coffee shops, 44 27 53 32 67 41 32 18 26 16 restaurants, eateries Miscellaneous goods and 42 42 46 48 53 54 35 39 34 31 services Source: Statistics Lithuania

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Table 4. Average consumption expenditure by households with different number of children Per one household member per month, LTL Households Households Households Child-free with 2 with 3 and with 1 child households children more children 2008 2012 2008 2012 2008 2012 2008 2012 Total 872 815.5 700.3 689 512.2 525.1 982.2 999.4 Food products and non-alcoholic drinks 269 260.1 228.1 219.7 194.3 187.7 323 347.9 Alcoholic drinks 22.1 18.4 16.6 14.4 9 10 24.8 26.1 Tobacco products 11.5 6.6 8.2 4.7 5.5 3.9 11.6 12 Clothing and footwear 82.5 66.2 64.9 56.3 45.8 40.1 69.9 54.3 Housing, water, electricity, gas, fuel 92 132.8 68.1 104.1 44 73.2 136.8 197.8 Furnishings, domestic appliances, daily 61.3 37.8 53.5 29.9 21.4 28 61.7 43 home maintenance Health care 34.5 31.8 17.6 26.1 16.9 17.8 64.7 74.9 Transport 104.9 96.5 86 84.1 76.3 58.8 99.4 90.5 Communications 41.6 34.1 33.3 28.6 21.8 20.1 39.8 34.5 Leisure and culture 55.1 44.1 38.8 40.9 18.8 24.6 51.1 43.9 Education 7.6 10.6 10.9 13.4 5.2 6 4.5 5.2 Hotels, coffee shops, restaurants, eateries 46.6 27.6 36 26.9 31 26.7 48.4 26.5 Miscellaneous goods and services 43.2 48.9 38.3 39.7 22.1 28.2 46.6 42.8 Source: Statistics Lithuania Note: Children include all individuals under the age of 18 years and economically inactive (unemployed and not seeking work actively) 18–24 year- olds living with at least one of the parents or a person equivalent to a parent.

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APPENDIX 7. STRUCTURE OF THE MINISTRY OF EDUCATION AND SCIENCE Departments Divisions Department of General Education and Vocational ● International Cooperation Division Training forms and implements national policies in pre- coordinates Lithuania’s participation in school, pre-primary, general and special education, the EU institutions in the area of educational assistance, non-formal education, socialization education; performs analysis on and inclusion; forms and implements national policies in Lithuania’s needs for international vocational training, qualification system development and cooperation in the areas of education and vocational orientation; participates in the development and science; develops programmes for implementation of national education policy; coordinates international cooperation; provides activities of the department’s divisions:. information to international ● Pre-School and Primary Education Division organisations; ensures implementation of ● Lower and Upper Secondary Education Division the EU programmes in Lithuania. ● Vocational Education and Guidance Division ● Division of Regional Schools ● Non-Formal Education and Education Support Division coordinates activities of schools founded ● Education Organization Division by the MoES in the region of Eastern Education Quality and Regional Policy Department Lithuania; ensures implementation of the participates in the development and implementation of curricula in the Lithuanian language as national education policy; in cooperation with municipal the language of instruction and teaching administrations ensures accessibility and equity of education; of Lithuanian as the state language; provides assistance to education providers, stakeholders, participates in the development of institutions and authorized persons in improving quality of national education policies. education services; coordinates activities of in-service ● Legal Division oversees the legal acts on teacher development and certification of teachers and other education and their alignment with the educational staff, certification of heads of the municipal and Lithuanian Law and other legal acts; other establishments subordinate to the MoES; coordinates consults and contributes to legal acts on activities of the National Agency for School Evaluation and education by the government, the MoES the department’s divisions: and the Minister of education and ● Quality assurance division science, etc. ● Regional policy analysis division ● Accounting Division manages the Department of Higher Education, Science and accounting of the state budget, ESF, and Technology participates in the development and the budget and property of the MoES; implementation of national policy in the areas of higher reports on the finance management; etc. education and academic mobility; coordinates international ● Human Resources Division assists the cooperation in the area of higher education; participates in minister and the chancellor in developing the development and implementation of national policy on policies of human resources; contributes research and development the areas of research, technology to human resources management and and innovation; participates in the coordination of research building organizational culture at the and other activities by research and higher education MoES; etc. institutions in the area of science, technology and innovation; ● Information Systems and Document ensures functioning of continuing education and adult Management Division assures the education system; promotes the development of studies of functioning of the work stations, Lithuanian (Baltic) culture abroad; coordinates activities of computers, communication devices and the department’s divisions:. intranet; provides service to the ministry ● Non-University Studies Division employees for efficient development and ● Division of University Studies use of inter-governmental databases and ● Division of Science registries; etc. ● Technology and Innovation Division ● Bureau of Strategic Programmes ● Academic Mobility and Continuing Education organises and coordinates the Department of the European Union Assistance development of the strategic and annual Coordination develops and implements policy on the use of plans of the ministry; regularly compiles

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Departments Divisions the EU structural assistance for education and science; reports on the state of art of education participates in the development of policy on the and science; etc. implementation of the EU structural assistance programmes in Lithuania; coordinates activities of the department’s ● Other divisions separate from the divisions: departments: ● European Union Assistance Management Division ● Maintenance Division ● European Union Assistance Programme ● Communication Division Implementation Division ● Internal Audit Division Finance Department improves the funding system of ● Division of Lithuanians Living Abroad education, science and studies; ensures rational distribution and resource use; implements an efficient investment policy; strengthens and develops facilities of educational establishments and research and higher education institutions; ensures rational management and targeted use of assets of the MoES and institutions within its management area; coordinates activities of the department’s divisions: ● Division of Financing Education ● Division of Financing Research and Higher ● Investment Division ● Property Management and Public Procurement

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APPENDIX 8. NATIONAL INSTITUTIONS FOR QUALITY ASSURANCE

 Centre of Information Technologies in Education organises and coordinates in-service training for teachers and personnel of other organisations in the area of ICT application; develops the strategy and programme for implementing ICT in education and coordinates the process; collects, stores and systemises information about the education system in Lithuania; analyses data on the IT application in education, installs, develops and manages education databases, registries, information systems, and coordinates their use.

 National Agency for School Evaluation manages the national effort of self-evaluation of school performance quality; organises and coordinates the process of school performance external evaluation; provides data for education monitoring; conducts the selection, training and certification of external experts to conduct external evaluation of school performance quality; performs works of education policy analysis and political decision-making.

 National Examination Centre organises final examinations on completion of basic and secondary education curricula, credit passes, examinations of knowledge of the official language and fundamentals of the Lithuanian Constitution, conducts national and international comparative research on student achievements and provides information on such research findings.

 Qualifications and Vocational Education and Training Development Centre manages Lithuanian qualifications system; improves quality of vocational training; increases attractiveness of vocational training; strengthens cooperation between participants of vocational training; organises evaluation of formal vocational training curricula; conducts external evaluations of vocational schools.

 Education Development Centre is responsible for the development of general education curricula, methodical guidelines, educational innovations, organisation of textbook evaluations, teacher in-service training and coordination of this process; consulting assistance to the education community.

 Education Supply Centre manages the development and implementation of national education programmes and projects; organises publication of learning materials and supplies for schools; publishes and distributes teaching and methodical literature, including the journal Education News (Lith. Švietimo naujienos); stores and analyses information on textbooks and other teaching sets and tools; manages teaching resources; organises the provisioning of schools with teaching materials and literature; organises in-service teacher training events for personnel of educational establishments.

 National Centre for Special Needs Education and Psychology forms the strategy for providing special pedagogical, psychological and social pedagogical assistance nation-wide; develops the system for providing special pedagogical, psychological and social pedagogical assistance; sets up the national system for resource provision for special needs education.

 Education Exchanges Support Foundation helps Lithuanian population to make use of opportunities provided by international cooperation projects; offers consultation to all interested parties and provides information on various programmes and activities of education and vocational training.

 Centre for Quality Assessment in Higher Education (SKVC) implements the external quality assurance policy in higher education in Lithuania and assists higher education institutions to assure quality.

 Research and Higher Education Monitoring and Analysis Centre (MOSTA) draws up recommendations on the development of the national research and higher education systems, performs monitoring function, analyses the state of the Lithuanian research and higher education systems, and participates in the development and implementation of research and higher education policies.

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APPENDIX 9. EDUCATION SELF-GOVERNANCE BODIES

 Education Council of Lithuania conducts expert evaluation; provides consultations on strategic matters of education development in Lithuania.

 Council of General Education initiates and approves projects in relation to change in pre-school, pre- primary, primary, basic, secondary and special education curricula, teacher qualification and professional growth and school provisioning.

 Council of Vocational Training of Lithuania advises in making strategic decisions on vocational training matters; the Council of Vocational Training of Lithuania is comprised in equal parts of representatives from state and municipal institutions, employers and business governance institutions and organisations representing workers’ interests.

 Council of Higher Education is an expert institution of the MoES on strategic matters of higher education development.

 Council of Non-formal Adult Education of Lithuania considers main prospects of non-formal education development in Lithuania; analyses projects for the development of non-formal adult education system.

 Association Lithuanian Parents’ Forum holds parents’ conferences, discussions, seminars, other educational activities to provide parents with knowledge and various information on the principles of child education, methods and directions, matters on cooperation between families and schools, provisioning of educational establishments, opportunities for personal involvement in the education process, transformation of this process as well as its development; encourages parents to take interest in new developments in education, build relationships between families with children in school; promotes new methods of educating and directions based on the principles of humanistic education; creates parent information, consulting and training system as a prerequisite for the updating of the Lithuanian education system; collects, disseminates, analyses and shares information on the state of education, problems and possible solutions.

 Lithuanian Students’ Union represents Lithuanian students, defends their interests, and unites union members for joint initiatives and problem solving.

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APPENDIX 10. RESPONSIBILITIES AT MUNICIPAL LEVEL

 to approve the municipal strategic education plan, annual education activity programmes;

 to analyse the state of education;

 to ensure the implementation of national education policy;

 to establish, reorganise and liquidate education-dedicated units of municipal administration and appoint experts to those units;

 to build a network of schools delivering pre-school, pre-primary, primary and secondary education curricula;

 to create conditions for the provision of compulsory child education;

 to organise free transportation of students in general education schools from home to school and vice versa in rural areas;

 to keep and manage records of children residing in the municipality;

 to organise catering services in educational establishments which provide education under pre-school, pre-primary and general education programmes, manage free catering to students in schools founded by the municipality and private schools located in the municipality;

 to manage provisioning of school supplies to students from lower income families who declared their place of residence or actually reside in the municipality; and

 to establish schools and institutions which provide assistance to students, teachers and schools (educational psychological services, teacher education centres, etc.).

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APPENDIX 11. SCHOOL-LEAVING EXAMINATIONS SUBJECT CHOICES

In 2014, the total number of students choosing to take school-leaving examinations is 38 562 candidates, i. e. 3.5 % fewer than in 2013. In 2014, about 57.6 % of all candidates for school-leaving examinations have opted for the state examination in the Lithuanian language and literature as the only mandatory school- leaving examination, while the school-level examination has been chosen by about 39.5 %. Apart from the examination in the Lithuanian language and literature, most (40 % and more) students have chosen to take the state-level examinations in foreign language (English), mathematics and history, and the smallest share (less than 1 % of all candidates) – examinations in foreign languages (French and German). Relatively few school-leavers (less than 10 %) have also chosen to take the national-level school-leaving examinations in foreign language (Russian), information technology, chemistry and physics. Apart from the examination in the Lithuanian language and literature, most (about a quarter of) students have chosen to take the school- level examinations in technology, and the smallest share (less than 3 %) – in the native language (Belarusian, Russian and Polish) and music. A similar situation is observed in the choice of state school-leaving examinations among school-leavers in 2013, too. Only the share of those taking the state-level examinations in English as a foreign language, mathematics and geography may have slightly grown (see Table 5).

Table 5. Subject choices in state school-leaving examinations, by candidates (2013 and 2014) Share of total number of Number of students candidates (%) 2014 2013 2014 2013 Total number of candidates 38 562 39 980 Lithuanian language and literature 22 206 23 465 57.6 58.7 Foreign language (English) 17 849 16 998 46.3 42.5 Mathematics 16 538 15 973 42.9 40 History 15 268 16 213 39.6 40.6 Biology 8 892 8 499 23.1 21.3 Geography 5 889 4 772 15.3 11.9 Physics 3 393 3 112 8.8 7.8 Chemistry 3 259 3 295 8.5 8.2 Information technology 2 992 2 630 7.8 6.6 Foreign language (Russian) 2 625 2 641 6.8 6.6 Foreign language (German) 185 256 0.5 0.6 Foreign language (French) 52 62 0.1 0.2 Data source: NEC

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Table 6. Subject choices in school-level examinations, by candidates (2013 and 2014) Share of total number of Number of students candidates (%) 2014 2013 2014 2013 Total number of candidates 38 562 39 980 Lithuanian language and literature 15 222 15 124 39.5 37.8 Technology 9 506 9 308 24.7 23.3 Arts 2 984 3 008 7.7 7.5 Native language (Polish) 1 097 1 081 2.8 2.7 Native language (Russian) 474 590 1.2 1.5 Music 205 273 0.5 0.7 Native language (Belarusian) 5 9 0 0 Data source: NEC

Table 7. Passing rates of state Matriculation examinations (2013) Scored 100 Scored 100 Examination Took Passed Passed, % Failed Failed, % pts pts, % Lithuanian language 23 226 20 939 90.15 2 287 9.85 380 1.64 and literature History 15 196 95.44 693 4.56 48 0.32 Mathematics 15 139 14 136 93.37 1 003 6.63 396 2.62 Biology 7 894 7 519 95.25 375 4.75 48 0.61 Chemistry 3 099 3 032 97.84 67 2.16 25 0.81 Physics 2 910 2 738 94.09 172 5.91 44 1.51 Information 2 328 1 919 82.43 409 17.57 56 2.41 technology English as foreign 16 428 16 211 98.68 217 1.32 930 5.66 French as foreign 53 50 94.34 3 5.66 0 0 Russian as foreign 2 385 2 371 99.41 14 0.59 33 1.38 German as foreign 212 210 99.06 2 0.94 6 2.83 Geography 4 159 4 024 96.75 135 3.25 3 0.07 Data source: NEC

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Table 8. Passing rates in school-level school-leaving examinations (2013) Number of students who Passing rate Examination Number of candidates passed the examination (%) Polish as a native language 1 051 1 051 100 Russian as a native language 507 507 100 Belarusian as a native language 9 9 100 Technology 8 302 8 255 99 Arts 2 579 2 561 99 Lithuanian language and literature 13 130 12 604 96 Music 242 220 91 Data source: NEC

APPENDIX 12. THE PRINCIPLES OF SCHOOL FUNDING

The budget of a general education school is composed of:

- the Student Basket;

- school maintenance funds;

- other resources (EU structural funds, supporters’ resources accumulated in school funds).

 The Student Basket is the amount of the basic funding provided by the State for the education of a conventional student per year.

The number of conventional students of a given school is calculated on the basis of the real number of students of the school and using additional coefficients. Calculation of a coefficient takes into account the following factors:

- type of school (primary, basic, secondary, etc.);

- level of education (Grades 1–4, Grades 5–8, Grades 9–10, Grades 11–12);

- location – rural versus urban school;

- students with special needs;

- students from national minorities;

- and other indicators.

To calculate the amount of funds to be allocated for education in a particular school, the number of conventional students of the school is first be calculated (conventional student coefficients are multiplied by the real number of students) and then multiplied by the amount of the Student Basket.

The number of conventional students in a given school and the amount of the student basket are calculated every year in compliance with the Methodology approved by the MoES (See Table 9 below).

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The Methodology applies to state (public) and non-state (private) education institutions which provide pre- primary and pre-school education, general education and non-formal education and other education providers, including pedagogical-psychological services.

If students transfer from a school of one founder into a school of another founder, the student basket fixed by the state follows the student and the accounts are to be settled between the two founders concerned.

 School maintenance funds (maintenance of the building, utility bills, salaries and social insurance of the technical staff) are provided by the Municipalities (the founder of the school).

 The state and the founders finance investment projects and other projects (construction or renovation of buildings and large-scale procurement).

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Table 9. Calculation coefficients of conventional students (as of 2014-09-01)

Average Coefficients of the calculation / increase by % Learning model / number of Gr. 11– School profile (grades, student Gr. 1–4 – Gr. 9–10 organisation of the students per 12 No. groups, learning model, pre-primary (1–2 in learning process / group Gr. 5–8 (3–4 in curriculum, students’ profile) and pre- gymna- curriculum (Gr. stands for gymna- school groups sium) Grade(s)) sium) 1. Rural areas: Group learning / full time / primary, basic, primary school (branch1, division1) 10 1.9177 × × × secondary (children) with up to 40 students2 Group learning / basic school (pre-gymnasium) distance learning / 10 1.8264 2.2644 2.7438 × (branch1, division1) with up to 80 primary, basic and students2 secondary education (children) 2. Rural areas: primary school (branch1, division1) 12 1.5644 × × × with 41 to 50 students2 basic school (pre-gymnasium) 12 1.5644 1.9095 2.4028 × (branch1, division1) with 81 to 120 students2 secondary school (gymnasium) Gr. 1–8 – 15, 1.2435 1.5276 1.6018 1.6661 (branch1, division1) with up to 300 Gr. 9–12 – 18 students2 3. Rural areas: primary school (branch1, division1) 15 1.2435 × × × with 51–80 students2 basic school (pre-gymnasium) with 15 1.2435 1.5276 1.9222 × 121–200 students2 basic school (pre-gymnasium), Gr. 1–8 – 15, 1.2435 1.5276 1.6018 × with 201–300 students2 Gr. 9–10 – 18 secondary school (gymnasium) Gr. 1–4 – 20, 0.9792 1.2685 1.4206 1.4735 (branch1, division1) with 301–500 Gr. 5–12 – 22 students2 4. Rural areas: 20/22/25 primary school with 81 or more 20 0.9963 × × × students2 basic school (pre-gymnasium) with Gr. 1–4 – 20, 0.9792 1.2685 1.4206 × 301 or more students2 Gr. 5–10 – 22 secondary school (gymnasium) Gr. 1–4 – 20, 0.9792 1.2064 1.4077 1.4345 (branch1, division1) with 501 or Gr. 5–12 – 25 more students2 5. Urban areas: 22–25 primary school 22 0.9963 × × × basic school (pre-gymnasium) 25, except 0.9461 1.2064 1.4077 × Gr. 1–4 – 22 secondary school and gymnasium 25, except 0.9461 1.1274 1.4077 1.4345 (with gymnasium Grades 1–4) and Gr. 1–4 – 22 Grades 1–8 or Grades 5–8

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Average Coefficients of the calculation / increase by % Learning model / number of Gr. 11– School profile (grades, student Gr. 1–4 – Gr. 9–10 organisation of the students per 12 No. groups, learning model, pre-primary (1–2 in learning process / group Gr. 5–8 (3–4 in curriculum, students’ profile) and pre- gymna- curriculum (Gr. stands for gymna- school groups sium) Grade(s)) sium) Secondary schools (gymnasiums) 25 × × × 1.6568 with classes of The International Baccalaureate Gymnasium with Grades 1–4 only 25 × × 1.4077 1.4345 6. Special schools for gifted students 3/4: General education5 Group learning / full 0.7501 0.8938 1.1160 1.1373 time/ primary, basic, secondary (children) Sports education Group learning / full × 0.9116 1.3229 1.6087 time/ special Arts education: education Art 0.8098 0.9650 1.2048 1.2278 Individual learning / Music special education 1.9097 2.2757 2.8414 2.8955 Ballet 2.4047 2.8655 3.5779 3.6460 Choreography 1.1568 1.3785 1.7212 1.7540 Extramural education 1.2016 1.4318 1.7878 1.8219 7. Youth schools (classes) for Group learning / full 10 2.1565 2.7438 × students of 12–16 years of age6 time / basic education 8. Adult schools (classes) (except Group learning / full 20 0.57567 0.85487 1.0309 1.0653 remand prisons); 16–17 years of time / adult age (working youth classes)9; education: primary, schools (classes) in correction / basic, secondary (all detention houses subjects) Group learning / distance learning / adult education: primary, basic, secondary (all subjects) Group learning / 20 0.168410 0.139510 0.127510 0.11551 distance learning / 0 adult education: primary, basic, secondary (subjects: Lithuanian language, Lithuanian history and geography) Group learning / extramural, distance learning, full time / adult education: primary, basic, secondary (selected subjects) Individual learning / extramural, distance learning, full time / adult education: primary, basic, secondary (selected subjects) 129

Average Coefficients of the calculation / increase by % Learning model / number of Gr. 11– School profile (grades, student Gr. 1–4 – Gr. 9–10 organisation of the students per 12 No. groups, learning model, pre-primary (1–2 in learning process / group Gr. 5–8 (3–4 in curriculum, students’ profile) and pre- gymna- curriculum (Gr. stands for gymna- school groups sium) Grade(s)) sium) Group learning / 0.2577 0.4983 0.6272 0.6873 extramural / adult education: primary, basic, secondary (all subjects)8 Individual learning /self-study, distance learning / adult education: primary, basic, secondary (all subjects)8 9. Students in remand prisons: 9.1. Teenagers (14–15 years of age)11 Group learning / full 4 4.4112 5.2092 6.6279 time, distance learning / primary, basic, secondary (all subjects) Individual learning 8 1.9717 1.9717 1.9719 /self-study / primary, basic, secondary (all subjects) 9.2. Adults (16 years of age and older)12 Group learning / full 8 1.2232 1.6522 1.9717 2.2638 time, distance learning / adult education: primary, basic, secondary (all subjects) Individual learning 8 0.8380 1.3555 1.5445 1.3802 /self-study / adult education: primary, basic, secondary (all subjects) Group learning / full time / adult education: primary, basic, secondary (selected subjects) 10. Students in primary, basic and secondary education who learn through self-study and distance learning13: 10.1. Home schooling (following the Individual learning / x 1.5805 2.2830 2.5757 2.6927 minister’s order on teaching self-study / primary, students in hospitals and at home) basic, secondary (children) Individual learning / distance learning / basic, secondary (children) Group learning / distance learning / basic, secondary (children)

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Group learning / 10.2.1. Students who are citizens of distance learning / Lithuania and live and study primary, basic, abroad temporarily or moved secondary abroad (if registered in Lithuania as residents), following the curricula of the Lithuanian language, history and geography (in a group or individually) 10.2.2. Other students who learn individually according to the primary, basic and secondary curricula

10.3. Hospital schools (classes) Group learning / full 10 1.8905 2.0165 2.1425 2.0582 time / primary, basic, secondary (children) 10.4. Sanatorium schools (classes) Individual learning / 10 1.5596 1.9273 2.0780 2.3604 except those which have students self-study / primary, who are ill with tuberculosis basic, secondary (children) 10.5. Sanatorium schools (classes) which 8 2.5554 2.9295 3.1613 2.9505 have students who are ill with tuberculosis of all forms (up to 50 students) 10.6. Sanatorium schools (classes) which 10 2.0443 2.3436 2.5290 2.3604 have students who are ill with tuberculosis of all forms (51 or more students) 11. Vocational schools 25 × × 1.2420 0.8694 1.304114 0.97811 4 12. Special schools and classes, bridging classes, socialization centres 12.1. Special classes (except 12.2 and Group learning / full 8 2.2830 2.6956 3.4298 2.4991 12.3) time / primary, basic, secondary (children) 12.2. Special classes for the blind, Group learning / 7 3.2332 3.7384 4.0143 3.9140 visually impaired, deaf, hearing distance learning / impaired and /or with behaviour primary, basic, and emotional disorders secondary (children) (preparatory classes)18 (see Classification of SEN groups: 1210, 1220, 1230, 1240, 1250, 1320, 1330, 1340, 1350, 1400, 1700, 2221, 2222, 2231, 2232) 12.3. Special education classes for students with intellectual development disorder: 131

Average Coefficients of the calculation / increase by % Learning model / number of Gr. 11– School profile (grades, student Gr. 1–4 – Gr. 9–10 organisation of the students per 12 No. groups, learning model, pre-primary (1–2 in learning process / group Gr. 5–8 (3–4 in curriculum, students’ profile) and pre- gymna- curriculum (Gr. stands for gymna- school groups sium) Grade(s)) sium) 12.3.1. Medium and exceptional 6 4.036 4.036 4.03615 × intellectual development disorder (developmental groups)19 (in classification of SEN groups: 1120, 1130, 1140, 1150) 12.3.2. Students with complex disorders, 4–6 4.4396 4.4396 4.4396 including intellectual development20 (see classification of SEN groups: 1800+1120/1130/1140/1150) 12.4. Bridging classes for drop-outs and 10 1.8732 1.8732 1.8732 1.8732 students who have not completed curricula of some compulsory subjects in general education16/21 12.5. Socialization centres17 4 4.4112 5.2092 6.6279 6.6279 13. Pre-school groups22: 13.1. Rural primary school with up to 10 1.3529 × × 80 students and basic school with up to 130 students 13.2. Rural primary school with 81 or 15 0.9211 × × more students, basic school with 131 or more students, any other type of schools and pre-primary education institution 13.3. Urban school of general education 20 0.6908 × × and pre-primary education 13.4. Special groups 10 2.5326 × × 14. Schools (classes) which have exceptions for financing (applies to regular/mainstream classes only): 14.1. Urban gymnasium with the Gr. 5–8 – 25 × 1.1274 1.4077 1.4995 language of instruction of a Gr. 9–10 (I– national minority, if it has II) – 25 gymnasium Grades 1–4, and Gr. 11–12 (III– secondary school with the language IV) – 20 of instruction of a national minority, if it has Grades 9 to 12, or where the enrolment in basic education is terminated 14.2. The only remaining gymnasium or With up to 300: 1.2435 1.5276 1.6018 1.9993 secondary school in an urban or Gr. 1–4 – 15 rural area with the state language as Gr. 5–8 – 15 the language of instruction25 Gr. 9–10 – 18 14.3. The only remaining rural Gr. 11–12 – 15 gymnasium or secondary school with the minority language as the language of instruction

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133

Average Coefficients of the calculation / increase by % Learning model / number of Gr. 11– School profile (grades, student Gr. 1–4 – Gr. 9–10 organisation of the students per 12 No. groups, learning model, pre-primary (1–2 in learning process / group Gr. 5–8 (3–4 in curriculum, students’ profile) and pre- gymna- curriculum (Gr. stands for gymna- school groups sium) Grade(s)) sium) 14.7. The only remaining gymnasium or With up to 1.2435 1.5276 1.9222 2.9990 secondary school in a municipality 300 students: with the state language as the Gr. 1–4 – 15 language of instruction Gr. 5–8 – 15 Gr. 9–10 – 15 14.8. The only remaining gymnasium or Gr. 11–12 – 10 secondary school in a municipality with a national minority language as the language of instruction 14.9. Urban or rural gymnasium or With 301–500 0.9792 1.2685 1.4206 1.4995 secondary school where there are students: 2–3 gymnasiums or secondary Gr. 1–4 – 20 schools with different languages of Gr. 5–8 – 22 instruction Gr. 9–10 – 22 Gr. 11–12 – 20 14.10. The only remaining rural With 501 or 0.9792 1.2064 1.4077 1.4735 gymnasium or secondary school more students: with several languages of Gr. 1–4 – 20 instruction (i. e. multilingual Gr. 5–8 – 25 school) Gr. 9–10 – 25 Gr. 11–12 – 22 14.11. A class / group learning according Gr. 1–4 – 10 1.8264 2.2644 2.7438 × primary or basic curricula through Gr. 5–8 – 10 a national minority language, if it is Gr. 9–10 – 10 the only remaining class / group in a municipality with a national minority language as the language of instruction24 14.12. School in the distant outskirts of a Primary school 1.9177 city19 and the only remaining with up to 40 school in Juodkrantė, implementing students – 10 primary and / or basic curricula

14.13. The only school / class in a city Primary school 1.5644 with a unique educational approach with 41–50 (such as Waldorf, M. Montessori or students – 12 Suzuki schools) Primary school 1.2435 with 51–80 students – 15 Primary school 0.9963 with 81 or more students – 20 Basic school / 1.8264 2.2644 2.7438 pre-gymnasium with up to 80 students – 10 Basic school / 1.5644 1.9095 2.4028 pre-gymnasium with 81–120 students – 12

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Average Coefficients of the calculation / increase by % Learning model / number of Gr. 11– School profile (grades, student Gr. 1–4 – Gr. 9–10 organisation of the students per 12 No. groups, learning model, pre-primary (1–2 in learning process / group Gr. 5–8 (3–4 in curriculum, students’ profile) and pre- gymna- curriculum (Gr. stands for gymna- school groups sium) Grade(s)) sium) Basic school / 1.2435 1.5276 1.9222 pre-gymnasium with 121–200 students – 15 Basic school / 1.2435 1.5276 1.6018 pre-gymnasium with 201–300 students – 15 (Gr. 1–8) and 18 (Gr. 9–10) Basic school / 0.9792 1.2685 1.4206 pre-gymnasium with 301 or more students – 20 (Gr. 1–4) and 22 (Gr. 5– 10) Secondary 1.2435 1.5276 1.6018 1.6661 school with up to 300 students– 15 (Gr. 1–8) and 18 (Gr. 9–12) Secondary 0.9792 1.2685 1.4206 1.4735 school with 301–500 students – 20 (Gr. 1–4) and 22 (Gr. 5–12) Secondary 0.9792 1.2064 1.4077 1.4345 school with 501 or more students – 20 (Gr. 1–4) and 25 (Gr. 5–12) 15. Pre-school education groups26 x 0.7720 × × × 16. The coefficient of calculating the basket for a conventional student is increased for: 16.1. students with special education 35 % needs27: 16.1.1. Students with special education needs integrated in mainstream classes / groups for general, pre- school and pre-primary education 16.1.2. Students with special education needs in special schools / groups for pre-school education 16.2. Students of foreign and Lithuanian 30 % citizenship with migrant background in general education classes28

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Notes

1 If a branch or division is located in the same area as the main school, coefficients are the same as for the main school.

2 Applies only for students in the general classes, as defined in the Classification of Class Types.

3 The coefficient for Grade 13 is 2,5908.

4 Only in general education schools for exceptionally gifted students following special education programmes registered in the Register of Study and Educational Programmes and Qualifications.

5 Except for general education schools implementing special education programmes (primary, basic and secondary education in combination with sports education).

6 These coefficients also apply to students over 16 who were under 16 upon their admission to school (class) on September 1 of the year of admission and who have not completed basic education.

7 Except for working youth who are 16–17 years of age.

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9 Coefficients for 16–17 year old working youth class are also applied to students over 17 – if they were 16– 17 on their admission to school (class) on September 1 and if they have not yet completed the basic / secondary programme.

10 Coefficients apply to students living abroad temporarily or permanently (if residence abroad is registered in the Residents’ Register of the Republic of Lithuania) who follow the curricula of the Lithuanian language, history and geography; also to students who study selected subjects (any form of learning / organization of the learning process).

11 Applies to students who have not reached 16 by September 1.

12 Except for those subjects of the adult secondary curriculum which are taken a second time and paid for by the student.

13 Coefficients are increased only for SEN students integrated in hospital or sanatorium schools (classes).

14 In national minority languages.

15 Applies to students who have been following a programme of social skills (work) education for no longer that 3 academic years and before they reach 21 years of age.

16 Applies only to students in general classes for no longer that 1 academic year (more than 1 academic year in case of underachievement of learning outcomes) for a student who has no more than 28 lessons per week.

17 Coefficients are not additionally increased for SEN students in socialization centres who are integrated in mainstream classes, regular pre-primary and pre-school groups.

18 Coefficients referred to in statement 12.2 apply to students in classes with class codes: 210401, 210402, 210403, 210205, 210206, and 210207. (See Classification of Class Purposes approved by the 2013-09-11 order of the Minister of Education and Science No. V-856).

19 Coefficients referred to in statement 12.3.1 apply to students in classes with class codes: 210301, 210302.

20 Coefficients referred to in statement 12.3.2 apply to students in classes with class codes: 210301, 210302.

21 Coefficients referred to in statement 12.4 apply to students in classes with class codes: 210701, 210702, and 210703.

22 The student basket provides funding for education of no less than 20 contact hours per week (also funding for the increase of pre-school teachers’ salaries, which is equivalent of 1 hour salary).

23 A school which meets one of the following criteria: (1) a school founded after 1985; which until then was in the territory of a region and is now in the territory of a municipality or a former region; (2) a school which belongs to a town municipality and is located on the border of the municipality, no less than 10 km from another school in the same municipality implementing the same general education curriculum; (3) a school in a former rural area which currently is an urban area, located on the border of the town/regional centre.

24 Applies only to students who study in national minority languages.

25 Also the only correction house (class) in town for 14–16 year olds (except for students referred to in statement No 9.1).

26 Funded from the Student Basket, if the number of contact hours per week is 20 or more.

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27 Except students with speech and communication disorders (SEN Classification groups 2310, 2311, 2312, 2313, 2321).

28 The coefficient applies for no longer that 1 academic year (or longer in case of underachievement of educational outcomes) for a student who has more contact hours in a general education subject than another student in the class.

29 A school where the language of instruction is the state language and which is located in the municipalities of Vilnius region or Šalčininkai region; also a school where the language of instruction is the state language and which is in the municipalities of Elektrėnai region, Širvintos region, Švenčionys region, Trakai region, Visaginas or Vilnius and has no less than 20 % of students learning in the state language which is not their native language.

30 Coefficient of 35 % applies to a SEN student who is also a migrant.

31 Except for children who follow the pre-primary curriculum.

32 In this type of school, the 20 % coefficient applies to a student learning in a national minority language and also to a student learning in the state language – if the school is in the municipality of Vilnius region or Šalčininkai region; or if the school is in the municipalities of Elektrėnai region, Širvintos region, Švenčionys region, Trakai region, Visaginas or Vilnius and has no less than 20 % of students learning in the state language which is not their native language.

33 Coefficient in statement No. 17 applies to students in general classes (as defined in the Classification of Class Types) who are learning in joined classes. (According to statement No. 10 the coefficient applies only to hospital and sanatorium schools.) It also applies to students defined in statements No. 7, 8, 9, regardless of their grade or forms of learning.

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Table 10. Average number of students and coefficients since 2014-09-01*

The methodology of the student basket

No. of students Grades 1–4 Grades 5–8 Grades 9–10 Grades 11–12

School No. of No. of No. of No. of coefficient coefficient coefficient coefficient students students students students rural ≤ 40 10 1.9177

rural 41–50 12 1.5644 rural 51–80 15 1.2435

Primary rural ≥ 81 20 0.9963 URBAN 22 0.9963 rural ≤ 80 10 1.8264 10 2.2644 10 2.7438 rural 81–120 12 1.5644 12 1.9095 12 2.4028

rural 121–200 15 1.2435 15 1.5276 15 1.9222

Basic rural 201–300 15 1.2435 15 1.5276 18 1.6018 rural ≥ 301 20 0.9792 22 1.2685 22 1.4206 URBAN 22 0.9461 25 1.2064 25 1.4077

rural ≤ 300 15 1.2435 15 1.5276 18 1.6018 18 1.6661 rural 301–500 22 1.2685 22 1.4206 22 1.4735 20 0.9792

rural ≥ 501 25 1.2064 25 1.4077 25 1.4345 Secondary Secondary

(Gymnasium) URBAN 22 0.9461 25 1.1274 25 1.4077 25 1.4345

NOTES: * Not all coefficients are presented in this table. It includes only regular schools, i. e. such types of schools as special education, youth and others are not included. Student basket starting from 2015-01-01 is Euro 980.

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APPENDIX 13. DATA ON PEDAGOGICAL STAFF

Table 11. Number of pedagogical staff (excluding leaders) in pre-school education institutions*

Share of the Change between total number of 2009 2010 2011 2012 2013 2009 and 2013** pedagogical staff in 2013, % No. % Tutor, pre-primary 9 480 9 346 9 421 9 484 9 695 83 215 2.3 pedagogue Pedagogue for art 892 892 912 767 669 5.7 -223 -25 education Special pedagogue, social 219 207 219 179 171 1.5 -48 -21.9 pedagogue Speech therapist 774 778 798 763 680 5.8 -94 -12.1 Psychologist 77 66 74 73 66 0.6 -11 -14.3 Other pedagogical staff 186 173 200 484 401 3.4 215 115.6 Total 11 628 11 462 11 624 11 750 11 682 100 54 0.5

* Including pre-primary pedagogues in general education schools. ** Changes in the data may also be influenced by the fact that the collection of statistics on pre-school education institutions has been different since 2012. Data sources: Statistics Lithuania, ITC

Table 12. Number of pedagogical staff (excluding leaders) in general education school

Share of the total Change 2009– 2010– 2011– 2012– 2013– number of between 2009

2010 2011 2012 2013 2014 pedagogical staff and 2013 in 2013–2014, % No. % Pre-primary pedagogue 666 684 676 661 630 1.8 -36 -5.4 Teacher of Grades 1 to 4 8 497 8 098 7 994 7 745 7 524 21.2 -973 -11.5 Teacher of Grades 5 to 12 and Grades 1 to 4 in 27 127 25 842 25 384 24 283 23 109 65.1 -4 018 -14.8 gymnasiums Pedagogical staff providing assistance to 3 207 3 964 4 177 4 201 4 259 12 1 052 32.8 students Total 39 497 38 588 38 231 36 890 35 522 100 -3 975 -10.1 Data sources: Statistics Lithuania, ITC

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Table 13. Number of pedagogical staff (excluding leaders) in vocational training institutions

Share of the Change between total number of 2009– 2010– 2011– 2012– 2013– 2009 and 2013 pedagogical 2010 2011 2012 2013 2014 staff in 2013– No. % 2014, % Teacher 1 338 1 312 1 338 1 202 1 012 32.1 -326 -24.4 Teacher of 2 116 2 194 2 120 2 073 2 038 64.6 -78 -3.7 vocational training Tutor 96 116 116 112 105 3.3 9 9.4 Total 3 550 3 622 3 574 3 387 3 155 100 -395 -11.1

Data sources: Statistics Lithuania, ITC

Table 14. Teachers by age group in general education schools Year Age 2011 2012 2013 2014 < 25 number 454 336 234 182 % 1.3 1 0.7 0.6 25–29 number 1 698 1 607 1 302 1 052 % 5 4.9 4.2 3.5 30–34 number 2 624 2 288 2 016 1 762 % 7.7 7 6.4 5.9 35–39 number 3 908 3 673 3 435 3 031 % 11.5 11.2 11 10.2 40–44 number 5 465 5 089 4 651 4 233 % 16 15.6 14.9 14.2 45–49 number 5 697 5 483 5 216 5 097 % 16.7 16.8 16.7 17.1 50–54 number 6 503 6 394 6 047 5 635 % 19.1 19.6 19.3 18.9 55–59 number 4 476 4 761 5 147 5 406 % 13.1 14.6 16.5 18.2 60–64 number 2 196 2 166 2 362 2 486 % 6.4 6.6 7.5 8.4 65 ≤ number 1 033 892 876 860 % 3 2.7 2.8 2.9 Total number 34 054 32 689 31 286 29 744 Data source: ITC 141

Table 15. Descriptive data on school leaders Year of service in a 2009–2010 2010–2011 2011–2012 2012–2013 2013–2014 2014–2015 management position < 4 years Number 781 653 579 495 457 414 % 22.8 22.8 22.8 22.8 22.8 22.8 4–9 years Number 712 783 788 781 726 677 % 20.8 20.8 20.8 20.8 20.8 20.8 10–14 years Number 511 515 494 458 457 463 % 15 15 15 15 15 15 ≤ 15 years Number 1 414 1 463 1 490 1 453 1 434 1 427 % 41.4 41.4 41.4 41.4 41.4 41.4 Total Number 3 418 3 414 3 351 3 187 3 074 2 981 % 100 100 100 100 100 100 Data source: ITC

Figure 1. Ratio of female teachers (%) in general education schools

100 98.3 98.3 98.2 98.2 98.2 98.0 98.1 98.1 97.9 98.0

83.7 83.9 83.9 83.9 83.9 83.9 84.0 84.2 85 82.9 83.3

ISCED 1 ISCED 2+3 75 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Data source: ITC

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APPENDIX 14. Ratio of students to teachers and class size in the EU

Table 16. Ratio of students to teachers (2012)

ISCED 1–3 ISCED 1 ISCED 2 ISCED 3 Denmark : : 3.7 : United Kingdom 17.8 21.1 14.2 17.1 Netherlands 16.5 15.8 15.6 18.6 Ireland 15.7 16.2 : 15 Germany 15.4 16 13.9 13.7 Romania 15.4 18.1 13 15.9 France 14.7 18.9 15.5 9.9 Slovakia 14.1 16.8 12.8 13.9 Bulgaria 13.9 17.5 12.8 12.3 Czech Republic 13.2 18.9 11.1 11.3 Finland 13.1 13.6 8.9 16.1 Slovenia 12.6 15.9 7.9 14.1 Estonia 12.5 13.1 9.9 14.1 Italy 12.3 12.1 11.8 13 Sweden 12.1 11.8 11.3 13.2 Spain 11.7 13.4 10.6 9.9 Cyprus 11.5 14 10 10.1 Hungary 11.3 10.7 10.6 12.5 Croatia 10.7 14.2 9.6 9.7 Poland 10.7 11 9.9 10.9 Belgium 10.5 12.5 8.2 10.1 Austria 10.1 12 9 9.8 Latvia 10 11 7.9 10.7 Portugal 9.9 11.9 9.6 7.6 Malta 9.6 11.5 8 9.1 Greece 9.4 9.4 : : Luxembourg 9 9.2 22.6 7.6 Lithuania 8.1 10.1 7.5 7.8

Data source: Eurostat

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Table 17. Average class size (2012)

ISCED 1 ISCED 2 United Kingdom 25.1 19.3 Ireland 24.4 : France 22.7 25.1 Netherlands 22.6 : Spain 21.4 24.5 Germany 21 24.5 Hungary 20.9 21.2 Portugal 20.8 22.5 Bulgaria 20.7 22.1 Denmark 20.6 21.1 Czech Republic 19.8 21.3 Malta 19.8 21 Finland 19.4 20.3 Romania 19.4 20.9 Italy 19 21 Slovenia 18.7 19.6 Cyprus 18.4 21.2 Poland 18.4 22.4 Austria 18.3 21.1 Greece 17.3 21.9 Slovakia 17.3 19.6 Estonia 17 15.7 Croatia 16.9 20.8 Latvia 15.7 14.9 Luxembourg 15.7 19.3 Lithuania 15.2 19.8 Data source: Eurostat

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APPENDIX 15. LIST OF LEGAL ACTS ON EDUCATION

The Law

 Republic of Lithuania Law on Education. Resolution No. XI-1281 of the Seimas of the Republic of Lithuania as of 17 March 2011 (Official Gazette Valstybės žinios, 2011, No. 38-1804). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=395105&p_query=&p_tr2=

National strategies and action plans

 Resolution No. 301 ‘On the Approval of the Lithuanian Information Society Development Programme 2011–2019 and Repealing Certain Resolutions of the Government of the Republic of Lithuania’ of the Government of the Republic of Lithuania as of 16 March 2011. [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=394457&p_tr2=2

 Resolution No. 1482 ‘On the Approval of the National Progress Programme 2014–2020’ of the Government of the Republic of Lithuania as of 28 November 2012 (Official Gazette Valstybės žinios, 2012, No. 144-7430). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=439028&p_tr2=2

 Resolution No. XI-2015 ‘On the Approval of the National Lithuania’s Progress Strategy ‘Lithuania 2030’ of the Seimas of the Republic of Lithuania as of 15 May 2012 (Official Gazette Valstybės žinios, 2012, No. 61-3050).

 Resolution No. XII-51 ‘On the Programme of the Government of the Republic of Lithuania’ of the Seimas of the Republic of Lithuania of 13 December 2012 (Official Gazette Valstybės žinios, 2012, No. 149- 7630).

 Resolution No. XII-745 ‘On the Approval of the National Education Strategy 2013–2022’ of the Seimas of the Republic of Lithuania as of 23 December 2013 (Official Gazette Valstybės žinios, 2013, No. 140- 7095).

 Resolution No. 346 ‘On the Convergence Programme of Lithuania for 2014’ of the Government of the Republic of Lithuania as of 16 April 2014. [Online] Available at: http://www.finmin.lt/finmin.lt/failai/vykdoma_politika/Konvergencijos_programa_2014_LT.pdf

Legal acts on financing education

 Republic of Lithuania Law on Budgeting No. I-430, adopted by the Seimas of the Republic of Lithuania on 30 July 1990 (Official Gazette Valstybės žinios, 1990, No. 24-596).

 Resolution No. 790 ‘On the Approval of the Methodology of Calculation and Distribution of Funds of the Student Basket’ of the Government of the Republic of Lithuania as of 28 August 2013 (Official Gazette Valstybės žinios, 2013, No. 94-4699). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=459839

Legal acts on educational support

 Order No. V-579 ‘On the Approval of the Description of the Procedure for the Formation of the School Child Wellbeing Commission and Organisation of Its Work’ of the Minister of Education and Science of the Republic of Lithuania as of 11 April 2011 (Official Gazette Valstybės žinios, 13.04.2011, No. 45- 2121).

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 Order No. V-1215 ‘On the Approval of the Description of the Procedure for the Provision of Psychological Assistance’ of the Minister of Education and Science of the Republic of Lithuania as of 5 July 2011 (Official Gazette Valstybės žinios, 15.07.2011, No. 88-4220).

 Order No. V-1228 ‘On the Approval of the Description of the Procedure for the Provision of Special Pedagogical Assistance’ of the Minister of Education and Science of the Republic of Lithuania as of 8 July 2011 (Official Gazette Valstybės žinios, 20.07.2011, No. 92-4395).

 Order ‘On the Approval of the Description of the Procedure for the Provision of Special Assistance at Schools (except for Higher Schools)’ of the Minister of Education and Science of the Republic of Lithuania as of 8 July 2011 (Official Gazette Valstybės žinios, 20.07.2011, No. 92-4396).

 Order No. V-1396 ‘On the Approval of the Description of the Procedure for the Organisation of Work of Pedagogical-Psychological Services’ of the Minister of Education and Science of the Republic of Lithuania as of 22 July 2011 (Official Gazette Valstybės žinios, 28.07.2011, No. 97-4600).

Legal acts on material support

 Resolution ‘On the Approval of the Description of the Procedure for the Payment of Grants and Award of Material Support to Students Who Study According to Vocational Training Programmes Seeking to Acquire the First Qualification and to Higher School Students’ of the Government of the Republic of Lithuania as of 10 August 2005 (Official Gazette Valstybės žinios, 2005, No. 98-3708). [Online] Available at: http://www.smm.lt/uploads/lawacts/nutarimai/2011-07-13-860(1).htm

Legal acts on the network of schools

 Resolution No. 768 ‘On the Approval of the Rules of the Establishment of the Network of Schools Implementing Formal Education Curricula’ of the Government of the Republic of Lithuania as of 29 June 2011 (Official Gazette Valstybės žinios, 30.06.2011, No. 79-3869). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=402875&p_query=&p_tr2=

 Order No. V-955 ‘On the Approval of the Programme for the Provision of Schools with Yellow School Buses 2013–2017’ of the Minister of Education and Science of the Republic of Lithuania as of 8 June 2012 (Official Gazette Valstybės žinios, 2012, No. 68-3493). Available online: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=427636&p_query=&p_tr2=2

Legal acts on education content

 Order No. ISAK-2433 ‘On the Approval of Primary and Basic Education Curricula’ of the Minister of Education and Science of the Republic of Lithuania as of 26 August 2008 (Official Gazette Valstybės žinios, 2008, No. 61-2320). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=326307&p_query=Bendrosios%20programos& p_tr2=2

 Order No. V-269 ‘On the Approval of Secondary Education General Curricula’ of the Minister of Education and Science of the Republic of Lithuania as of 21 February 2011 (Official Gazette Valstybės žinios, 2011, No. 26-1283). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=393538&p_tr2=2

 Order No. V-459 ‘On the Approval of the General Education Plans of Basic and Secondary Curricula for the School Years 2013–2014 and 2014–2015’ of the Minister of Education and Science of the Republic of Lithuania as of 27 May 2013 (Official Gazette Valstybės žinios, 04.06.2013, No. 58-2934).

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 Order No. V-1232 ‘On the Approval of the Lithuanian Standardised Education Classification for Classifying the Curricula According to Levels’ of the Minister of Education and Science of the Republic of Lithuania as of 11 December 2013 (Official Gazette Valstybės žinios, 2013, No. 131-6693). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=462927&p_tr2=2

Legal acts on human resources in schools

 Order No. ISAK-506 ‘On the Approval of the Description of Qualification Requirements for Teachers Who Work According to Pre-School, Pre-Primary, Non-Formal Children’s Education, Primary, Basic, Secondary, Special Education and Vocational Training Curricula’ of the Minister of Education and Science of the Republic of Lithuania as of 29 March 2005 (Official Gazette Valstybės žinios, 2005, No. 43-1395). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=253319&p_tr2=2

 Order No. V-54 ‘On the Approval of the Description of the Teacher’s Professional Competence’ of the Minister of Education and Science of the Republic of Lithuania as of 15 January 2007 (Official Gazette Valstybės žinios, 30.01.2007, No. 12-511). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=291726&p_query=&p_tr2=

 Order No. ISAK-3216 ‘On the Approval of the Regulations of Certification of Teachers and Specialists of Assistance to Students (except for Psychologists)’ of the Minister of Education and Science of the Republic of Lithuania as of 24 November 2008 (Official Gazette Valstybės žinios, 11.12.2008, No. 142- 5669).

 Order No. V-1193 ‘On the Approval of the Description of the Procedure for the Competition to the Positions of Heads of State and Municipal Educational Institutions (except for Higher Schools)’ of the Minister of Education and Science of the Republic of Lithuania as of 1 July 2011 (Official Gazette Valstybės žinios, 2011, No. 83-4050). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=403445&p_tr2=2

 Order No. V-1194 ‘On the Approval of the Description of Qualification Requirements for Heads of State and Municipal Educational Institutions (except for Higher Schools)’ of the Minister of Education and Science of the Republic of Lithuania as of 1 July 2011 (Official Gazette Valstybės žinios, 09.07.2011, No. 83-4051). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=403446&p_query=&p_tr2

 Order No. V-1680 ‘On the Approval of the Description of the Procedure for the Admission and Dismissal of Teachers’ of the Minister of Education and Science of the Republic of Lithuania as of 15 September 2011 (Official Gazette Valstybės žinios, 2011, No. 115-5419). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=406845&p_tr2=2

 Order No. ISAK V-741 ‘Amending Order No. ISAK-1717 ‘On the Approval of the Description of Qualification Requirements for Heads and Specialists of Municipal Administration Education Units’ of the Minister of Education and Science of the Republic of Lithuania as of 3 November 2004’ of the Minister of Education and Science of the Republic of Lithuania as of 31 July 2013 (Official Gazette Valstybės žinios, 03.08.2013, No. 85-4279). [Online] Available at: https://www.e- tar.lt/portal/forms/legalAct.html?documentId=TAR.1C9A89B13B20

Legal acts on quality of education

 Republic of Lithuania Law on Administrative Supervision of Municipalities (Official Gazette Valstybės žinios, 1998, No. 51-1392). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=369278

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 Republic of Lithuania Law on Public Sector Accountability No. X-1212, adopted by the Seimas of the Republic of Lithuania on 26 June 2007 (Official Gazette Valstybės žinios, 2007, No. 77-3046).

 Order No. ISAK-587 ‘On the Approval of the Description of the Procedure for the External Auditing of the Quality of General Education Schools’ of the Minister of Education and Science of the Republic of Lithuania as of 2 April 2007. [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=340885&p_query=&p_tr2=2

 Order No. ISAK-607 ‘On the Approval of the Guidelines of Quality Self-Assessment of the Activities of General Education Schools’ of the Minister of Education and Science of the Republic of Lithuania as of 30 March 2009 (Information Notices Informaciniai pranešimai, 08.04.2009, No. 27-367). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=340787&p_query=&p_tr2=

 Order No. ISAK-3219 ‘On the Approval of the Concept of the Quality Assurance System of Formal Education’ of the Minister of Education and Science of the Republic of Lithuania as of 24 November 2008 (Official Gazette Valstybės žinios, 02.12.2008, No. 138-5461). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=332022&p_query=&p_tr2=

 Order No. ISAK-607 ‘On the Approval of the Guidelines of Quality Self-Assessment of the Activities of General Education Schools’ of the Minister of Education and Science of the Republic of Lithuania as of 30 March 2009. [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=340787&p_query=&p_tr2=2

 Order No. ISAK V-1201 ‘On the Approval of the Description of the Procedure for the Monitoring of State Education and Science’ of the Minister of Education and Science of the Republic of Lithuania as of 14 August 2012 (Official Gazette Valstybės žinios, 23.08.2012, No. 98-5004). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=431543&p_query=&p_tr2=2

 Order No. V-1200 ‘On the Approval of the National (Strategic) Education Indicators’ of the Minister of Education and Science of the Republic of Lithuania as of 14 August 2012 (Official Gazette Valstybės žinios, 23.08.2012, No. 98-5003). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=268948&p_query=

Legal acts on special education

 Order No. V-1265/V-685/A1-317 ‘On the Approval of the Description of the Procedure for Determining the Groups of Students with Special Education Needs and Classifying Their Special Education Needs according to Levels’ of the Minister of Education and Science of the Republic of Lithuania, the Minister of Health of the Republic of Lithuania, and the Minister of Social Security and Labour of the Republic of Lithuania as of 13 July 2011 (Official Gazette Valstybės žinios, 21.07.2011, No. 93-4428).

 Order No. V-1775 ‘On the Approval of the Description of the Procedure for the Evaluation of Student’s Special Education Needs (except due to Exceptional Abilities) from the Pedagogical, Psychological, Medical and Social-Pedagogical Aspects and Designation of Special Education’ of the Minister of Education and Science of the Republic of Lithuania as of 30 September 2011 (Official Gazette Valstybės žinios, 11.10.2011, No. 122-5769).

 Order No. V-1795 ‘On the Approval of the Description of the Procedure for the Organisation of Education for Students with Special Education Needs’ of the Minister of Education and Science of the Republic of Lithuania as of 30 September 2011 (Official Gazette Valstybės žinios, 11.10.2011, No. 122- 5771).

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 Order No. V-1049 ‘On the Approval of the Description of the Procedure for Education Forms and Organisation of Education’ of the Minister of Education and Science of the Republic of Lithuania as of 28 June 2012 (Official Gazette Valstybės žinios, 30.06.2012, No. 76-3957).

Legal acts on national minority education

 Order No. ĮV-196 ‘On the Approval of the Action Plan of Roma Integration in Lithuania’s Society 2012– 2014’ of the Minister of Culture of the Republic of Lithuania as of 20 March 2012 (Official Gazette Valstybės žinios, 2012, No. 36-1813). [Online] Available at: http://www.litlex.lt/scripts/sarasas2.dll?Tekstas=1&Id=157925

 Order No. V-1569 ‘On the Improvement of Children’s Education through National Minority Languages and of Teaching National Minority Languages’ of the Minister of Education and Science of the Republic of Lithuania as of 15 November 2012. [Online] Available at: http://www.smm.lt/uploads/documents/Svietimas_pradinis_ugdymas/pdf16112012100602.pdf

Legal acts on education supply

 Order No. V-2341 ‘On the Approval of the Programme of Renovation of Sports Grounds of Educational Institutions’ of the Minister of Education and Science of the Republic of Lithuania as of 20 December 2010 (Official Gazette Valstybės žinios, 2010, No. 153-7841). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=389881&p_query=&p_tr2=

 Order No. V1-68 ‘On the Approval of the Guidelines for the Preparation, Assessment and Publishing of Vocational Training Aids’ of the Director of Qualifications and Vocational Education and Training Development Centre as of 8 July 2011. [Online] Available at: http://www.kpmpc.lt/M_Komisijos/PM_priemoniu_rengimo_gaires.pdf

 Order No. V-2368 ‘On the Approval of the Education Supply Standards’ of the Minister of Education and Science of the Republic of Lithuania as of 30 November 2011 (Official Gazette Valstybės žinios, 20.12.2011, No. 155-7373). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=415146&p_query=&p_tr2=2

 Order No. VK-14 ‘On the Approval of the Description of the Procedure for the Evaluation of the Content of General Education Textbooks’ of the Director of the Education Development Centre as of 6 January 2012. [Online] Available at: http://www.upc.smm.lt/ekspertavimas/vadoveliai/2_Bendrojo_ugdymo_dalyku_vadoveliu_turinio_vertini mo_tvarkos_aprasas.pdf

 Order No. V-410 ‘On the Approval of the Programme of Modernisation of Educational Institutions’ of the Minister of Education and Science of the Republic of Lithuania as of 10 May 2013 (Official Gazette Valstybės žinios, 2013, No. 51-2567). [Online] Available at: http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=448812&p_query=&p_tr2=2

Legal acts on qualifications framework

 Resolution No. 535 ‘On the Approval of the Description of the Lithuanian Qualifications Framework’ of the Government of the Republic of Lithuania as of 4 May 2010 (Official Gazette Valstybės žinios, 15.05.2010, No. 56-2761).

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